SEABADGE Participant Manual

An Advanced Leadership Development Course for Sea Scout Adult Leaders

2016 Edition Boy Scouts of America

Seabadge 2016 – Administrative and Instructor Guide

INTRODUCTION ...... 3 OBJECTIVES ...... 3 SESSION 1 – SEA SCOUT TRADITIONS ...... 4 SESSION 2 – SURVIVAL ACTIVITY ...... 10 SESSION 3 – TEAM BUILDING ...... 11 SESSION 4 – FIRST CREW MEETING ...... 15 SESSION 5 - GOAL SETTING AND PLANNING ...... 17 SESSION 6 – SECOND CREW MEETING ...... 21 SESSION 7 - YOUTH PROTECTION AT SEA ...... 23 SESSION 8 – FOCUS ON YOUTH ...... 25 SESSION 9 – MENTORING AND COUNSELING ...... 30 SESSION 10 – HOW PEOPLE LEARN ...... 33 SESSION 11 – THIRD CREW MEETING ...... 35 SESSION 12 - SEA SCOUTS FROM THE YOUTH PERSPECTIVE ...... 36 SESSION 13 – INTRODUCTION TO SOCIAL MEDIA ...... 37 SESSION 14 – SERVANT LEADERSHIP ...... 45 SESSION 15 – DELEGATION: SHARING THE HELM ...... 48 SESSION 16 – HOW PARENTS CAN HELP SEA SCOUT SHIPS ...... 51 SESSION 17 – IS THIS VESSEL RIGHT FOR YOU? ...... 52 SESSION 18 – FOURTH CREW MEETING ...... 55 SESSION 19 – SEABADGE FELLOWSHIP ...... 56 SESSION 20 – RESOURCES (USCGAux & USPS) ...... 57 SESSION 21 – WHEN TO STOP, WHEN TO TURN BACK (ORM/GAR) ...... 62 SESSION 22 – DAMAGE CONTROL ...... 65 SESSION 23 – SKIPPER’S SCUTTLEBUTT ...... 66 SESSION 24 - CREW PRESENTATIONS ...... 67 APPENDIX A - THE BOATSWAIN’S PIPE & FLAG CEREMONY ON BOARD ...... 68 APPENDIX B - SAMPLE LANDSHIP CEREMONY ...... 71 APPENDIX C – ADDITIONAL INFORMATION ABOUT AUSTRALIAN BUSHFIRES ...... 79 APPENDIX D – PAIRED CHOICE ANALYSIS ...... 81 APPENDIX E – SEA SCOUT RUTTER ...... 82 APPENDIX F – SCOUT RUTTER ...... 87 APPENDIX G – SCOUT’S OWN ...... 92 APPENDIX H – QUICK REFERENCE CHECKLIST/RESPONDING TO YPT INCIDENTS ...... 100 APPENDIX I – HELP! CENTRAL ...... 102 APPENDIX J – SENSORY PREFERENCE SELF-TEST ...... 103 APPENDIX K – HEMISPERIC PREFERENCE SELF-TEST ...... 106 APPENDIX L – LEFT AND RIGHT BRAIN CHARACTERISTICS ...... 108 APPENDIX M – TRUE COLORS PERSONALITY QUIZ ...... 109 APPENDIX N – COAST GUARD DECKPLATE LEADERSHIP SERIES ...... 114

Seabadge 2016 – Administrative and Instructor Guide

INTRODUCTION In 1970, a group of Sea Scout leaders meeting at the United States Naval Postgraduate School in Monterey, California proposed the development of an adult training course that would cover leadership and management skills for adults working with Sea Scout youth. The first Seabadge course was held in 1971 at the U.S. Coast Guard training facility on Government Island, Alameda, and was repeated a few months later at the U.S. Coast Guard Station, Los Angeles, and then throughout the Northeast and Central regions. Recognizing the value of the program and the valuable networking opportunities that occur during the course, the National Sea Scout Committee appointed a special committee to organize the best techniques and experiences from the courses that had been conducted into a standard Seabadge course guide. The focus of the course in 1970 was skills for adults. Through the years the focus has changed to learning how to empower Sea Scout youth with leadership and management skills. Further refinements have led to this administrative manual, which represents how to organize the Seabadge course outline for the Boy Scouts of America.

OBJECTIVES  Improve the understanding of leadership, management, and motivational skills among Sea Scout adult leaders.  Provide management, leadership, and presentation skills and tools to adult leaders so that they may use and share them with others in their day-to-day Sea Scout activities.  Use the skills and tools acquired at Seabadge to improve the quality of the Sea Scout program.  Encourage the development of lifelong contacts and sharing of resources by and between course participants and staff.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 1 – SEA SCOUT TRADITIONS Learning Objectives  Review the objectives of Seabadge.  Review traditions of Sea Scouts and how they support the aims of Boy Scouts.  Establish a collegial tone for the Seabadge course.

Our Purpose

Traditions Tradition1 is defined as follows: 1. A way of thinking, behaving, or doing something that has been used by the people in a particular group, family, society, etc., for a long time 2. The stories, beliefs, etc., that have been part of the culture of a group of people for a long time American Sea Scout Founders Arthur Astor Carey

Thomas J. Keane

From the logbook of the Pioneer, 1913-14

Carl D. Lane  The 3 S’s of Sea Scouts: Scouting, Seamanship and Service lead to Service.

1 Tradition. Merriam-Webster Dictionary. Online. http://www.merriam- webster.com/dictionary/tradition.

Seabadge 2016 – Administrative and Instructor Guide

Dr. William Menninger  Psychology of Scouting 1. Adventure 2. Challenge to the Intellect 3. Recognition of Accomplishments 4. Desire for Distinguishing Mark 5. Desire for Rituals 6. Desire for Athletic Competition 7. The Social Urge 8. The Challenge to Life

The Scouting Tradition

A Tradition of Seamanship

Seabadge 2016 – Administrative and Instructor Guide

Ceremonial Traditions

Landship Overview

Meeting Landship Sample Script The boatswain runs the landship meeting and can serve as the “Officer of the Deck.” Here are the basics before the protocol overview: The crew boards on the port side. The Skipper and mates board on the starboard side. The crew and adults each do the double salute when boarding the landship. Sample Script Boatswain: Crew leaders, muster your crews. Boatswain’s mate: Port Side Crew (or Starboard Side Crew), fall in. Boatswain’s mate: Crew, follow me. Boatswain mate leads crew to port side gangway and salutes the boatswain: Port Side Crew (or Starboard Side Crew) requests permission to lay aboard. Boatswain: Granted. Lay aboard. Each Sea Scout salutes inboard and aft while laying aboard.

Seabadge 2016 – Administrative and Instructor Guide

Once crews are aboard, the boatswain states: Ship, aft face. Please join me in the Pledge of Allegiance. Hand salute. (Ready two when finished). Boatswain: Ship, inboard face. Scout sign salute. Please join me in the Scout Oath & Law and Sea Promise. Boatswain: Orderly, lay aft. Boatswain: Send my respects to the Skipper, and ask if he and his party are ready to lay aboard. Orderly: Aye, aye sir. [Orderly lays ashore, only needs to salute the national ensign.] Orderly to Skipper: The boatswain sends his respects, and asks if you and your party are ready to lay aboard. Skipper: Send the boatswain my regards. We’ll lay aboard immediately. [Orderly returns, salutes boatswain.] Orderly: The Skipper sends his respects and he and his party will lay aboard immediately. Boatswain: Two sideboys and orderly, post. Boatswain Pipes the Side, giving the command haul away, lower away, as mates and then the Skipper board the landship. Boatswain reports to Skipper (Saluting): Crew all present or accounted for. Would you care to perform a uniform inspection? Skipper: Yes. Please prepare the crews. [Boatswain goes to each crew leader and asks if their crew is ready for uniform inspection.] [After Inspection] Boatswain: Are there any documents to be read (any invitations, letters or otherwise are read to the crew). Boatswain: Will the yeoman please read the minutes of the previous muster? Old business and new business are discussed. When new business is finished, the Skipper states, “My party is ready to lay ashore.” Skipper and mates lay ashore. Crew lays ashore.

Maritime Traditions

Seabadge 2016 – Administrative and Instructor Guide

Sea Scout Ship Traditions

Deck log from The Porpoise from Boston, 1930s

Customs and Courtesies

Uniforms as Tradition

Seabadge 2016 – Administrative and Instructor Guide

Pros and Cons of Tradition

Seabadge 2016 – Administrative and Instructor Guide

SESSION 2 – SURVIVAL ACTIVITY Learning Objectives  Initiate team building within crews so participants can uncover and resolve any personality issues within their crew.  Develop participants’ rational, interpersonal, leadership, and communication skills.

References Michael Gourley. Bushfire Survival Situation, Leader’s Guide. Chicago: Human Synergistics International. 2008.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 3 – TEAM BUILDING Learning Objectives  Define team.  Promote the recognition, use, and development of many and varied strengths and talents.  Develop teamwork and collaboration skills. Points to Consider  The relationship you have with others, not your position, is what makes you a team player.  If you do everything yourself, you are just a technician.  A bunch of technicians is a group.  When people are working cooperatively together, a team is formed.  If you are contributing to the team’s effort, then you are a team player.

Think for a moment.  What teams are you a part of?

 Do you function on every team you are a part of in the same way?

Definition A team is a group of people, united by a common culture and purpose, who are cooperating to achieve quality results.

Seabadge 2016 – Administrative and Instructor Guide

Consensus All have buy-in Participating Everyone has a voice. Differing

Supporting Building on useful ideas of others Listening

Listening

Supporting

Differing

Seabadge 2016 – Administrative and Instructor Guide

Paired Choice Analysis  List options.

Option A: ______Option B: ______Option C: ______Option D: ______Option E: ______Option F: ______For each pair below, circle the option you prefer and enter a number in the “Value” column to indicate how strongly you feel about your choice. (3 = strongly prefer, 2 = moderately prefer, 1 = slightly prefer.)

Option Value Option Value Option Value Option Value Option Value A or B A or C A or D A or E A or F B or C B or D B or E B or F C or D C or E C or F D or E D or F E or F

 Add up individual team member’s option total scores. Total scores for: Option A: _____ Option B: _____ Option C: _____ Option D: _____ Option E: _____ Option F: _____

 Add all team member option total scores together for a team score. Total scores for: Option A: _____ Option B: _____ Option C: _____ Option D: _____ Option E: _____ Option F: _____

 Rank the results 1st choice – Option ___ 2nd choice – Option ___ 3rd choice – Option ___ 4th choice – Option ___ 5th choice – Option ___ 6th choice – Option ___

Seabadge 2016 – Administrative and Instructor Guide

Participating

Consensus

Conclusion

References Gourley, Michael. Bushfire Survival Situation, Leader’s Guide. Chicago: Human Synergistics International. 2008. Hersey, Paul, Blanchard, Kenneth, and Johnson, Dewey. Management of Organizational Behavior. New York: Prentice Hall. 1996. Treffinger, Donald, Nassab, Carole. Thinking Tools Lessons. Sarasota: Center for Creative Learning. 1998.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 4 – FIRST CREW MEETING Learning Objectives  Introduce each crew member to their crew.  Identify resources within the group.  Elect a crew leader and assistant crew leader.  Appoint a chaplain’s aide.  Review projects assigned to the crew. Crew Introductions Each crew member will use their burgee to introduce themselves to the crew. This will help to identify the resources within the crew. Elect a Crew Leader and Assistant Crew Leader The crew leader will attend the quarterdeck meeting at 2200. Appoint a Chaplain’s Aide The Chaplain’s Aide will meet with the chaplain’s aides from the other crews to schedule the blessing before each meal and plan Sunday’s interfaith worship service. Introduce Projects 1. Plan a long cruise applying skills covered in Seabadge. Our Seabadge ship has decided to take a long cruise this summer. Our destination will be ______. Several ideas for the long cruise have been suggested. We can use Scout camps in the area or we can go with local vendors. Your crew has been appointed the Long Cruise Committee and is responsible for researching, developing, and planning the long cruise. The cruise you plan will be a minimum of seven days in duration (five days on the water). It will consist of 12 Sea Scouts, eight females and four males, four adult leaders, two male and two female. The Skipper has a USCG master’s license and is a very experienced sailor. The mates have very limited experience. All of the youth have been in the program for six months or less as of this moment in time. The budget for this trip is $75 per day per person. The plan you develop may not utilize any imaginary vessels or details. The trip plan must be one that can actually be executed. All logistics must be real – real vessels, real transportation, real costs, etc. Your presentation on Sunday should follow the format you would use for presenting the plan at a parents’ night. You should prepare an information packet for the staff that supports your presentation. Your presentation must communicate the plans and details of the trip, including, but not limited to:  Dates and times of departure and return

Seabadge 2016 – Administrative and Instructor Guide

 The day to day itinerary  Cost for the trip (transportation, vessel costs, dockage fees, food, etc.) and how it will be funded  Personal expenses not covered by trip fees (snacks, souvenirs, etc.)  Clothing and equipment needed by each participant  Means of transportation/drivers  Overnight stops and side tours  Physical conditioning  Preparatory training and sails  Advancement requirements that will be met prior to and during the long cruise  Review of the risks involved  Standards of conduct NOTE: Every crew member must have a role in the planning process and the fifteen minute crew presentation on Sunday. 2. Set goals for personal Rutter.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 5 - GOAL SETTING AND PLANNING Learning Objectives  Discuss importance of setting goals.  Investigate ways to help youth establish goals for the ship.  Examine the planning process.

Definition: A goal is an aim or purpose; an object or end that one strives to attain.

SMART Goals SMART is an acronym for: Specific

Measurable

Achievable

Realistic

Timely

Make the following goals SMART.  Adult leaders need more training.

 We need to do boat repair.

 We need to have more fun.

Seabadge 2016 – Administrative and Instructor Guide

Critical questions for accomplishing goals:  What skills do we need to achieve this?  What information and knowledge do we need?  What help, assistance, or collaboration do we need?  What resources do we need?  Are we making any assumptions?  Is there a better way of doing this?

Questions lead to the development of a plan.

Once the youth have determined their goals for the year, they need to develop a plan for the year.

Event Training Needed Program January Sea Scout Academy February Scout Sunday Mardi Gras Sail March Ides of March Regatta April Scout Fair

May

June Long Cruise Wednesday Night Races July Wednesday Night Races Fourth of July Fireworks August Wednesday Night Races September Rendezvous

October Safety at Sea Great Pumpkin Regatta

Seabadge 2016 – Administrative and Instructor Guide

November

December Boat Parade Christmas Party

1. Once the known is plugged into the calendar, look back at the goals. Activities may need to be added.

2. List the things that must be taught and practiced before each event. This list will drive the program for the ship.

Event Training Needed Program January 1. Sea Scout 1. None 1. Check uniforms, order Academy any necessary patches, make notes of anything needing repair, etc. 2. Radio, Ordinary 5:e, f 3. Rules of Road, Ordinary 9:b, c, d, f. 4. Training: Ordinary 1:b, c. Practice flag ceremony – commands, facing, etc. February 1. Scout Sunday 1. Flag ceremony 1. Develop menu for procedures, correct Mardi Gras sail, 2. Mardi Gras uniforms Ordinary 5:g Sail 2. Radio, rules of road, 2. What to pack, how to proper food dress for cold, preparation, cold symptoms/treatment weather sailing of hypothermia 3. Racing rules (to support Ides of March planned for March), Able 14e,i 4. Racing strategy (to support Ides of March planned for March), Able 14e,i

Seabadge 2016 – Administrative and Instructor Guide

Five stages of team-based project planning.  Project overview

 Work breakdown structure

 Activity assignments

 Putting the plan into action

 Project closeout

Seabadge 2016 – Administrative and Instructor Guide

SESSION 6 – SECOND CREW MEETING Learning Objectives  Practice communication.  Examine the fundamentals of listening.  Review principles of skillful verbal communication  Complete projects assigned to the crew.

Listening

Listening Problems

Seabadge 2016 – Administrative and Instructor Guide

Good Listening

Skillful Verbal Communication

Ship Communications  Internal communications

 External communications

Remaining Crew Time  Crews should use this time to continue planning, locate information, and prepare for Sunday’s fifteen minute presentation.  All crew members are to be actively involved in these preparations.  This time can also be used to review individual Rutter goals.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 7 - YOUTH PROTECTION AT SEA Learning Objectives  Examine YPT issues that might arise underway.  Review YPT and Guide to Safe Scouting text that describes requirements.

Conditions which may raise issues: 1. Mixed gender crew where there is insufficient berthing, except for deck space above and below decks. Question: Is a sheet hanging down from the ceiling enough to guard against abuse?

What does YPT say?

2. While our Sea Scouts follow the Scout Oath and Law, they are teens, and they are adventuresome. What safeguards can we put in place to ensure their safety and/or the occasion for a mishap/mischief will not occur?

What does YPT say?

Seabadge 2016 – Administrative and Instructor Guide

3. Should we ask parents of our Sea Scouts who don’t have any training to serve as chaperones on a weekend trip or long cruise? If not, why not, and if yes, then why?

What does YPT say?

4. Your ship has returned from a weekend cruise. You hear the Scouts talking among themselves and the gist of the conversation was that Joe and Sara left the vessel during the night to meet on the dingy trailing their vessel. What is your next move?

What does YPT say?

Appendix I is A Quick Reference Checklist for responding to incidents of abuse, bullying, hazing, etc. involving Scouts. For more information, please review the following document: Youth Protection Position Statement www.scouting.org/filestore/pdf/_WEB.pdf To report a YPT incident, a fillable Incident Information Form can be found at: www.scouting.org/filestore/pdf/680-676_WEB.pdf

Seabadge 2016 – Administrative and Instructor Guide

SESSION 8 – FOCUS ON YOUTH Learning Objectives  Review developmental characteristics of teenaged youth.  Analyze problems facing today’s youth.  Explore ways to support youth.

As a teenager, what were your biggest concerns?

In the year 2000, teenagers surveyed listed the following as their biggest concerns. Is there anything there that is a surprise to you? What do you think has changed in the last fifteen years?

Youth Opinions

Seabadge 2016 – Administrative and Instructor Guide

The Center for Disease Control (CDC) releases statistics on teen issues every ten years. The last report was released in 2011. Take a moment and look at what teens were facing just a few years ago. What has changed over time? What do you find surprising? How do you think things have changed in the last couple of years? The Facts: U.S. Statistics for 2011 Teen Deaths 72% motor vehicle crashes 17% unintentional injuries 16% homicide 13% suicide Priority High Risk Behaviors (leading causes of death among persons 10-24) Behaviors that Contribute to Unintentional Injuries 87.5% never wear a bicycle helmet 7.7% never wear a seatbelt 24.1% rode one or more times with a driver who had been drinking alcohol 8.2% drove when drinking alcohol 38% texted or emailed while driving Behaviors that Contribute to Violence 16.6% carried a weapon (gun, knife or club) to school 7.4% threatened or injured by a weapon on school grounds 32.8% in a physical fight 20.1% bullied on school property 16.2% electronically bullied 5.9% did not go to school because of safety concerns 26.1% had property stolen or damaged on school property Sexual Activity 47.4% high school students have had sexual intercourse 6.2% had sex before age 13 15.3% have had sexual intercourse with more than four people 8% forced to have sexual intercourse 9.4% experienced dating violence (hit, slapped, hurt on purpose) 33.7% currently sexually active 33.7% do not use birth control Suicide 28.5% felt sad or hopeless 15.8% seriously considered suicide 12.8% made suicide plan 7.8% made suicide attempt

Seabadge 2016 – Administrative and Instructor Guide

Tobacco Use 44.7% tried cigarettes 10.2% smoke daily 18.1% smoke more than ten cigarettes a day 7.7% use smokeless tobacco Alcohol 20.5% drank before 13 (not sips, drinks) 38.7% regularly use alcohol 21.9 binge drinkers (5+ drinks within a couple of hours) Marijuana 39.9% have experimented 8.1% tried marijuana before age 13 21.1% regularly use marijuana Cocaine 6.7% have experimented 3% regularly use Inhalants 11.4% have experimented Ecstacy 8.2% have used Hallucinogenic Drugs 8.7% have used Prescription drugs without a prescription 20.7% have used General Health 31.1% play video games 3+ hours daily 13% obese 15.2% overweight Teen Pregnancy U.S. teen birthrate declined 9% to reach the lowest point since the mid-1940’s, and birthrates for ages 15-19 have declined to historic lows.

Seabadge 2016 – Administrative and Instructor Guide

Stages of Youth Development Ages 13 – 14 Ages 15 – 19  Becomes interested in opposite  Increased interest in community sex service, civic action  Sensitive to opinions of others  Wants to be respected, thought of about them as an adult Social  Desires to conform to the group  Gradually moves from group  Doesn’t relate experiences and desires to individual goals consequences of others’ actions to themselves (It won’t happen to me.)  Rejects domination, seeks  Wants more independence, independence choices  Critical and disparaging of self,  Interested in helping others as Emotional but resents criticism and put boost to own self-esteem downs  Will strongly resist a controlling  Easily embarrassed adult  Seeking adult role models  Attention span 30 – 40 minutes  Attention span 40 – 50 minutes  Willing to try new things  Better judge of own abilities and  Better at planning than skills executing  Developing adult problem-solving Intellectual  Believes own answers are skills “right”  Struggles with tasks they find  Beginning to think in uninteresting abstractions  Idealistic and “invincible”  Can think in abstractions  Struggling to accept body  Beginning to accept own unique changes characteristics  Preoccupied with physical  Continues to be concerned with Physical appearance appearance  Still experiencing varying rates of growth

Seabadge 2016 – Administrative and Instructor Guide

How to Support Developing Youth

References: Bogstrom, Meg. The 21st Century Teen: Public Perception and Teen Reality. Washington, D.C.: The Frameworks Institute. 2001. Youth Risk Behavior Surveillance – United States 2011. U.S. Department of Health and Human Services. Centers for Disease Control and Prevention. MMMR, Vol. 61, No. 4. 8 June 2012. Sample: 15,425 students from 43 states and 21 large urban school districts.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 9 – MENTORING AND COUNSELING Learning Objectives  Define mentoring.  Examine the differences between formal and informal mentoring.  Define counseling.  Review steps of counseling.

Types of Mentoring Informal

Formal

Successful Mentors:  Build working relationships.

 Seek Sea Scouts’ ownership and involvement.

 Develop commitment.

Seabadge 2016 – Administrative and Instructor Guide

How to Mentor Sharing - passing on thoughts, insights, observations, and nuggets of wisdom

Challenging - the challenge-them-to-think-for-themselves tool.

Seabadge 2016 – Administrative and Instructor Guide

When Do We Counsel?

Counseling Is Effective When a Person Is:

Effective Counseling:

From The 7 Habits of Highly Effective Teens: Please Listen When I ask you to listen to me and you start giving me advice, you have not done what I asked. When I ask you to listen to me and you begin to tell me why I shouldn’t feel that way, you are trampling on my feelings. When I ask you to listen to me and you feel you have to do something to solve my problem, you have failed me, strange as that may seem. Listen! All I ask is that you listen. Don’t talk or do – just hear me. References Brounstein, Marcy. Coaching and Mentoring for Dummies. Boston: IDG Books Worldwide, Inc. 2000. Covey, Sean. The 7 Habits of Highly Effective Teens. New York: Simon & Schuster, Inc. 1998.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 10 – HOW PEOPLE LEARN Learning Objectives  Identify factors that contribute to or detract from learning.  Understand the fundamentals of learning.  Examine how people learn. Characteristics That Enhance or Interfere With Learning  Independence –

 Motivation –

 Choice –

 Learning Prejudice –

 Teenage Radar –

 Preparation –

 Social Outlook –

 Experience –

 “School Stuff” Allergy –

 Boredom = Distractions –

Seabadge 2016 – Administrative and Instructor Guide

 Attention Span –

How People Learn  Sensory Input –

 Visual learners –

 Auditory learners –

 Kinesthetic learners –

The learner’s retention is greater with less confusion when we use multiple sensory pathways. Thinking Styles – Left Brain vs. Right Brain

Personality Types

NOTE: A Sensory Preference Self-Test (Appendix K), A Hemispheric Preference Self-Test (Appendix L), A comparison of Left and Right Brain Characteristics (Appendix M), and the True Colors Personality Quiz (Appendix N) will be completed and discussed during the Third Crew Meeting.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 11 – THIRD CREW MEETING

Learning Objectives  Explore learning style, hemispheric preferences and personality type of the crew.  Discuss how individual differences in learning can impact how the crew interacts with the youth in their unit.  Continue working on projects assigned to the crew.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 12 - SEA SCOUTS FROM THE YOUTH PERSPECTIVE Learning Objectives  Learn about youth opportunities.  Review the impact of the Sea Scout program on the lives of our youth.  Interview youth regarding the Sea Scout program.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 13 – INTRODUCTION TO SOCIAL MEDIA Time Allowed 30 minutes Learning Objectives  Examine a variety of social media platforms.  Discuss the advantages and disadvantages of each social media application for communication and marketing.  Review the steps for establishing a presence on social media.

General Rules

Creating Your Ship’s Page When creating a page you must start from your personal profile page. Go to the drop down menu in the upper right hand corner and then select “Create Page”.

Seabadge 2016 – Administrative and Instructor Guide

Bio Your ship’s profile information will be found under the “About” tab on your ship’s Facebook page. From here you will be able to click on page info to set up your profile. The “About” section offers the opportunity to include such information as:  Categories  Subcategories  About  Location  Website  Contact information  And more Helpful information can be found in Facebook’s directions on how to update your bio info.

Seabadge 2016 – Administrative and Instructor Guide

Images You should always try to have photos fall within the dimensions recommended for each particular social network.

1. A Facebook profile picture is the square photo on the left side of your profile. Facebook profile picture: 180×180 pixels (required size)

2. A Facebook cover photo is the large image that appears behind your profile picture.

Click on the cameras, indicated by the red arrows to edit each of the photos. Tagging and Hashtags For hashtags simply use “#” and then type out your hashtag without using spaces. To tag someone they must like your ship’s page. Simply type their name and Facebook will prompt the “tag,” and then you select the tag in the prompt.

Seabadge 2016 – Administrative and Instructor Guide

Creating a Facebook Admin 1. The person who is to be labeled as an admin must first like the ship’s page. 2. The current admin must go into settings.

3. You must then select “Page Roles.”

Seabadge 2016 – Administrative and Instructor Guide

4. Finally you must enter the new admin’s name as it appears in Facebook.

Bio Your Twitter bio is very minimal in comparison to networks like Facebook and LinkedIn. There are only five fields you can update:  Name  Bio  Location  Website  Theme color

Seabadge 2016 – Administrative and Instructor Guide

Images

Suggested Twitter image dimensions:  Twitter profile photo: 400×400 pixels  Twitter header image: 1,500×500 pixels

Seabadge 2016 – Administrative and Instructor Guide

Editing these images could not be easier. Login into your Twitter account and then click on your profile name. The next step is to click on “Edit Profile”

From here you will be able to edit your images, update your theme color, and adjust your written profile.

Setup 1. Download the Instagram app for iOS from the App Store, Android from Google Play Store or Windows Phone from the Windows Phone Store. 2. Once the app is installed, tap to open it. 3. Tap Sign Up, then enter your email address and tap “Next” or tap Log In with Facebook to sign up with your Facebook account. 4. If you register with email, create a username and password, fill out your profile info and then tap “Done.” If you register with Facebook, you'll be prompted to log into your Facebook account if you're currently logged out.

Seabadge 2016 – Administrative and Instructor Guide

Linking accounts 1. Once you have set up your Instagram account you will need to link your ship’s social media networks. To do this click on the icon that appears as a person. 2. Click on the 3 vertical dots in the upper right hand corner. 3. Under the settings category click on link accounts. 4. When you select Facebook, you will be prompted to choose either your timeline or your ship’s page. Select your ship’s page and follow any additional prompts. 5. When you select Twitter you will simply need to login and you’re done. Posting 1. To post a photo simply click on the camera icon in the app. 2. You will then be able to edit the photo. Have some fun with this as it can really help a good photo look great. Once you have edited the photo, click the blue arrow in the upper right hand corner. 3. Next, simply write a brief caption with hashtags and people tags. 4. Select the platform you wish to post to. 5. Click the “check” button in the upper right hand corner.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 14 – SERVANT LEADERSHIP Learning Objectives  Define leadership.  Compare and contrast autocratic and servant leadership philosophies.  Examine the basic concepts of servant leadership.  Identify behaviors of servant leaders,  Match concepts of servant leadership to the principles of Scouting.

What is a leader?

Definition:

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” John Quincy Adams Leadership Spectrum Autocratic leadership

Servant Leadership

Seabadge 2016 – Administrative and Instructor Guide

Greenleaf’s Ten Principles of Servant Leadership  Listening:

 Empathy:

 Healing:

 Awareness:

 Persuasion:

 Conceptualization:

 Foresight:

 Stewardship:

 Growth:

 Community:

Seabadge 2016 – Administrative and Instructor Guide

Servant Leadership BSA Characteristics

Listening

Empathy

Healing

Awareness

Persuasion

Conceptualization

Foresight

Stewardship

Growth

Community

Seabadge 2016 – Administrative and Instructor Guide

Bibliography Websites “Greenleaf Center for Servant Leadership.” Greenleaf Center for Servant Leadership. N.p., n.d. Web. 29 Sept. 2015. "Spears Center for Servant Leadership | SpearsCenter.org." Spears Center for Servant Leadership | SpearsCenter.org. N.p., n.d. Web. 29 Sept. 2015. "Welcome to J.D. Hunter Associates!" James Hunter / JD Hunter Associates. N.p., n.d. Web. 29 Sept. 2015. References Autry, James A. The Servant Leader: How to Build a Creative Team, Develop Great Morale, and Improve Bottom-Line Performance. New York: Crown Publishing Group. 2001. DeGraaf, Don; Tilley, Colin; Neal, Larry. Servant-Leadership Characteristics in Organizational Life. Westfield: Greenleaf Center for Servant-Leadership. 2001. Greenleaf, Robert K. Servant Leadership: A Journey Into the Nature of Legitimate Power and Greatness. New York: Paulist Press. 1977. Hansel, Tim. Holy Sweat! Nashville: diaW. Publishing Group. 1987. Hunter, James C. The Servant: A Simple Story About the True Essence of Leadership. New York: Crown Business. 1998. Hunter, James C. The World’s Most Powerful Leadership Principle: How to Become a Servant Leader. New York: WaterBrook Press. 2004. Spears, Larry C. “Servant-Leadership.” Diary of Alpha Kappa Psi. Spring 2008. Spears, Larry C. and Lawrence, Michele. Practicing Servant Leadership, Succeeding Through Trust, Bravery, and Forgiveness. Atlanta: Greenleaf Center for Servant-Leadership. 2004.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 15 – DELEGATION: SHARING THE HELM Learning Objectives  Review principles of delegation.  Examine causes of burnout. Why Does Delegation Matter?

Burnout

Seabadge 2016 – Administrative and Instructor Guide

Symptoms of burnout are:  A feeling of lack of control over commitments.  An incorrect belief that you are accomplishing less.  A growing tendency to think negatively.  Loss of sense of purpose and energy. Why is it So Hard?

What Does it Take?

What Could Go Wrong?

Roles vs. Tasks

Reference Heller, Robert. How to Delegate. New York: DK Publishing, Inc. 1999.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 16 – HOW PARENTS CAN HELP SEA SCOUT SHIPS Learning Objectives  Examine ways to recruit parents  Generate ways parents can support the ship.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 17 – IS THIS VESSEL RIGHT FOR YOU? Learning Objectives  Determine program needs for a ship.  Examine the feasibility of vessels to support a ship’s program  Compare and contrast a large vessel program to a small vessel program.  Explore options for boat ownership. Determining Program Need

1. What is the focus of our Sea Scout Ship? 2. How often will we use the boat? 3. How will a possible boat help us achieve our goals of providing youth with maritime adventures in a safe environment? Conduct a Feasibility Study Feasibility Questions:  How will this vessel specifically help deliver the Sea Scout program?  What is your experience with this kind of boat?  What are your past experiences with this kind of vessel?  What past maintenance experiences do you have with similar vessels?  Does the Charter Partner support acquiring the vessel?  Does the BSA Council support using the vessel for the program?  How will you use the boat to deliver quality program?  Where do you want to cruise or sail? Can the vessel perform under those conditions?  What are your sources of funding?  Where will the vessel be moored? What are the costs?  What are the vessel’s hourly fuel costs? What are the projected annual costs?  What are the insurance costs for the vessel?  What are the berthing arrangements?  Can you follow Youth Protection and Guide to Safe Scouting requirements for overnight activities with a co-ed crew on this vessel?  Where can you haul out the vessel?  What is the estimated cost of a bi-annual haul out?  Does the vessel require modifications for Sea Scout use? If yes, what is the project time it will take for modifications? Projected cost?  Do you need a stability report for any modifications?

Seabadge 2016 – Administrative and Instructor Guide

 Can the boat meet Federal and State laws?  Can the boat pass a vessel inspection by the United States Coast Guard Auxiliary or United States Power Squadrons?  Will the vessel be used to carry passengers for hire? If yes, does the vessel meet Subchapter T? (http://www.uscg.mil/pvs/SPV.asp)  Do you have qualified boat handlers in your volunteer mates?  Do you have volunteers skilled with the engineering systems of the boat? Electrical systems?  Are replacement parts available for engines, inverters, and other equipment? Benefits of a Large Vessel

Drawbacks of a Large Vessel

Benefits of Small Boats

Drawbacks of Small Boats

Seabadge 2016 – Administrative and Instructor Guide

Sources of Vessel Donations

Vessel Ownership

Seabadge 2016 – Administrative and Instructor Guide

SESSION 18 – FOURTH CREW MEETING Learning Objectives Complete projects assigned to the crew.

 Crews should use this time to finalize their long cruise presentation and support documents.  All crew members are to be actively involved in these preparations.  Rutters should be completed and have been reviewed by the Rutter Coordinator.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 19 – SEABADGE FELLOWSHIP One of the most important things that happens in a Seabadge course is the exchange of ideas, and sometimes resources with the participants and staff. Networking between ships is vital to the growth of the program. “Have fun with a purpose.”

Seabadge 2016 – Administrative and Instructor Guide

SESSION 20 – RESOURCES (USCGAux & USPS) Learning Objectives  Examine the resources offered by the US Coast Guard Auxiliary and the United States Power Squadrons. UNITED STATES COAST GUARD AUXILIARY What is the United States Coast Guard Auxiliary? (www.cgaux.org)

How Do I Understand my Local Flotilla?

How Can Involvement With a Ship Help a Local Flotilla?

How Can Involvement With a Local Squadron Help a Ship?

 Knowledgeable instructors  Developed curriculum  Education is aligned with Sea Scout advancement requirements.  Education is designed to help adult leaders gain knowledge and skills from beginner to advanced levels.  If the flotilla has an active boat crew program, and has facilities (vessels) with sufficient

Seabadge 2016 – Administrative and Instructor Guide

space, on the water training is a possibility.  Sea Scouts can “shadow” a flotilla Vessel Examiner (VE) as the VE performs Vessel Safety Checks on Sea Scout vessels, or private citizen vessels owned by members of the public. These vessel safety checks are required for Sea Scout vessels and provide a structured opportunity for Sea Scouts to witness how they are performed, gaining knowledge of legal and preferred safety requirements.  Members can provide wisdom and boating knowledge as members of a ship committee.  2 hour seminars:  Boating Safety  Inland Boating  Lines and Knots  Powering Your Boat  Weather and Boating  Your Boat's Radio  One day course:  About Boating Safely – NASBLA approved boater education course  Advanced Courses (PE)  Suddenly in Command  Personal Watercraft Course  Paddlesports America  GPS for Mariners  Weekend Navigator  Boating Skills and Seamanship  Sailing Skills and Seamanship [an especially good fit for Sea Scout advancement]  Member Training (MT)  Boat Crew Qualification [primarily on the water training]  Good Mate [this is taught to the public as well]  Basic Coastal Navigation  Advanced Coastal Navigation (aka AUXNAV)  Auxiliary Communications (aka AUXCOM)  Auxiliary Seamanship (aka AUXSEA)  Auxiliary Search Coordination and Execution (aka AUXSCE)  Introduction to Marine Safety and Environmental Protection (aka IMSEP)

Seabadge 2016 – Administrative and Instructor Guide

How Do I Approach My Local Flotilla?

National Memorandum of Agreement between CG Aux and National Sea Scouts2

Reference: http://auxbdeptwiki.cgaux.org/index.php?title=Boy_Scouts_of_America UNITED STATES POWER SQUADRONS What is the United States Power Squadrons® (USPS)? www.usps.org

How Do I Understand My Local Squadron?

How Can Involvement With a Ship Help a Local Squadron?

2 http://bdept.cgaux.org/pdf/BSAUSCGAuxMOA23Feb09.pdf

Seabadge 2016 – Administrative and Instructor Guide

How Can Involvement With a Local Squadron Help a Ship?  Knowledgeable instructors  Developed curriculum  Education is aligned with Sea Scout advancement requirements.  Education is designed to help adult leaders gain knowledge and skills from beginner to advanced levels.  Squadron members have boats that Sea Scouts can possibly crew or participate in Co-Op Charting activities.  Members can provide wisdom and boating knowledge as members of a ship committee.  2 hour seminars:  Advanced Power Boat Handling  Anchoring  Basic Coastal Navigation  Basic Weather and Forecasting  Boat Handling Under Power  Boating on Rivers, Lochs and Lakes  Emergencies on Board  Fuel and Boating  How to Use a Chart  Hurricanes and Boats  Knots, Bends, and Hitches for Mariners  Man Overboard – On the Water Seminar  Marine RADAR  Mariner’s Compass  Mastering Rules of the Road  Paddle Smart  Partner in Command  Sail Trim and Rig Tuning  Tides and Currents  Trailering your Boat  Using GPS  Using VHF and VHF/DSC Radio  One day course: America’s Boating Course – NASBLA approved boater education course

Seabadge 2016 – Administrative and Instructor Guide

 Advanced Courses:  Seamanship  Piloting – Coastal Navigation  Advanced Piloting – Advanced Coastal Navigation  Junior Navigation – Beginning Celestial Navigation  Navigation – Advanced Celestial Navigation  Cruising and Cruise Planning  Engine Maintenance  Instructor Development  Marine Electronics  Sail  Weather How Do I Approach My Local Squadron?

National Memorandum of Agreement between USPS and National Sea Scouts

Summary - Who To Ask About What?

Seabadge 2016 – Administrative and Instructor Guide

SESSION 21 – WHEN TO STOP, WHEN TO TURN BACK (ORM/GAR) Learning Objectives  Apply concepts of Operational Risk Management to decision-making in ship operations.  Determine the usefulness of the Green Amber Red strategy for decision-making in ship operations.

Operational Risk Management (ORM) asks and answers these questions:  What hazards exist?  How can the mission be completed safely?

In mission analysis you consider:  Accept no unnecessary risk.  Accept necessary risk only when the benefits outweigh the costs.  Make risk decisions at the appropriate level.

Green-Amber-Red Model Using GAR helps you answer:  Are the risks acceptable or unacceptable?  Can we modify our plan to reduce risk?  Are there any safeguards missing?  What new options should we consider?

Seabadge 2016 – Administrative and Instructor Guide

Risk Calculation Worksheet Calculating Risk Using GAR Model (GREEN-AMBER-RED) To compute the total level of risk for each hazard identified below, assign a risk code of 0 (For No Risk) through 10 (For Maximum Risk) to each of the six elements. This is your personal estimate of the risk. Add the risk scores to come up with a Total Risk Score for each hazard. SUPERVISION Supervisory Control considers how qualified the supervisor is and whether effective supervision is taking place. Even if a person is qualified to perform a task, supervision acts as a control to minimize risk. This may simply be someone checking what is being done to ensure it is being done correctly. The higher the risk, the more the supervisor needs to be focused on observing and checking. A supervisor who is actively involved in a task (doing something) is easily distracted and should not be considered an effective safety observer in moderate to high-risk conditions. PLANNING Planning and preparation should consider how much information you have, how clear it is, and how much time you have to plan the evolution or evaluate the situation. TEAM SELECTION Team selection should consider the qualifications and experience level of the individuals used for the specific event/evolution. Individuals may need to be replaced during the event/evolution and the experience level of the new team members should be assessed. TEAM FITNESS Team fitness should consider the physical and mental state of the ship. This is a function of the amount and quality of rest a ship member has had. Quality of rest should consider how the ship rides, its habitability, potential sleep length, and any interruptions. Fatigue normally becomes a factor after 18 hours without rest; however, lack of quality sleep builds a deficit that worsens the effects of fatigue. ENVIRONMENT Environment should consider factors affecting personnel performance as well as the performance of the asset or resource. This includes, but is not limited to, time of day, temperature, humidity, precipitation, wind and sea conditions, proximity of aerial/navigational hazards and other exposures (e.g., oxygen deficiency, toxic chemicals, and/or injury from falls and sharp objects). EVENT or EVOLUTION COMPLEXITY Event/Evolution complexity should consider both the required time and the situation. Generally, the longer one is exposed to a hazard, the greater are the risks. However, each circumstance is unique. For example, more iterations of an evolution can increase the opportunity for a loss to occur, but may have the positive effect of improving the proficiency of the team, thus possibly decreasing the chance of error. This would depend upon the experience level of the team. The situation includes considering how long the environmental conditions will remain stable and the complexity of the work.

Seabadge 2016 – Administrative and Instructor Guide

Assign a risk code of 0 (For No Risk) through 10 (For Maximum Risk) to each of the six elements below. Supervision Planning Team Selection Team Fitness Environment Event/Evolution Complexity Total Risk Score The mission risk can be visualized using the colors of a traffic light. If the total risk value falls in the GREEN ZONE (1-23), risk is rated as low. If the total risk value falls in the AMBER ZONE (24- 44), risk is moderate and you should consider adopting procedures to minimize the risk. If the total value falls in the RED ZONE (45-60), you should implement measures to reduce the risk prior to starting the event or evolution. GAR Evaluation Scale Color Coding the Level 0f Risk

10 20 30 40 50

GREEN AMBER RED (Low Risk) (Caution) (High Risk) The ability to assign numerical values or “color codes” to hazards using the GAR Model is not the most important part of risk assessment. What is critical to this step is team discussions leading to an understanding of the risks and how they will be managed.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 22 – DAMAGE CONTROL Learning Objectives  Reinforce the principle, “Be Prepared.”  Understand how to respond to emergencies.

Prepare for any Eventuality

Informing and Calming Anxious Parents

When an Activity Does Not Go as Planned

If the Unthinkable Occurs  Contact your council executive.  Contact your home contact.  Meeting the press - Do not say anything. Allow the local council professionals to deal with any press coverage that may result. Always emphasize the positive aspects of the program. Remember this statement, “I have no authority to speak on behalf of the Boy Scouts of America.”

Seabadge 2016 – Administrative and Instructor Guide

SESSION 23 – SKIPPER’S SCUTTLEBUTT Learning Objectives Provide an opportunity for participants to ask questions and share information.

Seabadge 2016 – Administrative and Instructor Guide

SESSION 24 - CREW PRESENTATIONS Learning Objectives Present crew long cruise plan and tradition.

Seabadge 2016 – Administrative and Instructor Guide

APPENDIX A - THE BOATSWAIN’S PIPE & FLAG CEREMONY ON BOARD The Boatswain’s Pipe The boatswain’s pipe in the early days was known as the “whistle of command” and had its origin in the rowing galley of Grecian ships. The use of a call eliminated confusion and misunderstanding. In the days of sail, men were rigidly trained to respond immediately to the piping. Although it may look and sound a bit like a whistle, it is in reality a musical instrument on which many kinds of calls may be played. It is not like the whistle that a coach might use with his squad. Today, the boatswain’s pipe is no longer used as a communication device. Sea Scouts use the calls in ceremonies to show respect for our maritime heritage. The pipe is used only by the boatswain and crew leaders, not by the Skipper or the mate. The Skipper or the mate issues orders verbally to the boatswain who, in turn, either uses a pipe or passes them on verbally to the crew leaders. Crew leaders may also wear the boatswain’s pipe as an indication of their office and also to transmit orders to their crews. Note: The person making the call is permitted to salute with the left hand if the right hand is used with the pipe. It is not possible to pass on the art of using the boatswain’s pipe if you cannot pipe the calls yourself. For that reason, adult leaders and youth leaders are encouraged to learn the basic ceremonial calls: “All Hands,” “Attention,” “Pipe the Side,” and “Carry On.” Wearing the Boatswain’s Pipe The boatswain’s pipe is worn suspended on a white lanyard and carried in the pocket on the left-hand side of the jumper or shirt. The lanyard should extend to a length equal to the arm reach of the person wearing the lanyard. Tuning the Pipe You must begin with a good instrument. There are many decorative boatswain’s pipes on the market, but a Navy issue pipe is best. Most pipes are too open at the pee and have to be adjusted. The pipe can be tuned by adjusting the pee or by flattening, filling with beeswax, or soldering the sides so as to fill the space between the pee and the bowl. Sometimes the pipe can be improved by scraping the wind edge or enlarging the hole in the bowl by filing.

It is essential that the reed strike the hole fairly. This can be tested by pushing a broom straw down through the reed and adjusting the wind edge until it splits the straw. If correctly tuned, the pipe should sound even when blown very lightly with the hand open. With the hand closed, the pipe should sound clear and shrill when blown rather hard.

Seabadge 2016 – Administrative and Instructor Guide

Positions of the Hand There are four positions of the hand: open, curved, closed, and clinched. These positions also indicate the lung force or the pressure of blowing. As a rule, the open hand position needs the least pressure required making a soft, clear note; the clinched hand position needs all the wind pressure possible to make a note shrill and clear. Learning the Calls  To learn the calls used in Sea Scout ceremonies, you must first learn to produce a clear low note and a clear high note. Then you need to understand the score.  A horizontal straight line represents a smooth, low or high note.  An asterisk indicates to end sharply.  A series of “M” shapes indicates a warble which is produced by raising and lowering the little finger. Boatswain Calls for Ceremonies ALL HANDS – This call is piped to assemble all hands. This call has two parts. The first last 2 seconds. After a one second pause, the second part is 3 seconds low, 2 seconds high with a 2 second fade. ATTENTION – While not noted in boatswain call literature, over time the first part of the ALL HANDS call has served to call the ship’s company to attention. PIPING THE SIDE – This call is used to accompany side honors, and it is used as the colors are raised. The last low note of the call can be lengthened until colors are raised or the dignitary has boarded. CARRY ON – This call has evolved over 1 time. It is not written in training literature, but tradition has made its

distinct warble and fade the standard to notify the ship’s company to carry on. 1

Flag Ceremony on Board Flag Placement On Sea Scout ships the ensign is flown at the stern when the ship is alongside or at anchor. It is flown at the gaff, usually aft and above the bridge, while underway on a power vessel and three-quarters of the way up the backstay or leech on a sailboat. When the ship is preparing to get underway, the ensign is shifted from the stern to the underway position at the moment the last line comes across or at the moment the anchor is aweigh. Ship’s flags and officer’s flags are flown from the starboard spar, and signal flags are flown from the port spar. The ensign is never

Seabadge 2016 – Administrative and Instructor Guide

flown from the masthead. Flag Ceremony The ensign is raised at exactly 0800 when the ship is alongside or at anchor. It is lowered (retired) at exactly sundown when the ship is at anchor or alongside. When underway, the ensign is never retired. (In foreign waters it may be a violation of law not to fly the ensign.) When raising the ensign, a color guard is posted. Sea Scouts often wear shorts or T-shirts when underway, but when raising or retiring the colors, more respectful clothing is required. A work uniform and baseball cap as cover is appropriate. It is also important that the color guard is trained by the boatswain’s mate in advance so there is no fumbling or disrespect shown during this ceremony. The boatswain’s mate should assemble the color guard and off-duty crew at 0745 with the boatswain’s call “All Hands.” The boatswain’s mate should salute the OOD (officer of the deck) and say, “Request permission to strike eight bells on time, sir?” The OOD should reply, “Make it so.” The boatswain’s mate sounds the boatswain’s call “Attention.” The boatswain then gives the verbal command, “Hand salute.” At approximately 0759:56, the ship’s bell should be struck eight times so that the last bell strike sounds at exactly 0800 to the second. The boatswain’s mate should then play the boatswain’s call “Pipe the Side.” At the first note of the boatswain’s call, the colors are briskly raised. The call should sound until the colors reach the apex of the hoist and end with a sharp up note. At the last sharp note of this call, the ship’s company should smartly retire their salute. (If the salute was initiated with a verbal command, it should be completed with a verbal command. Otherwise, the salute should be initiated with the first note of the call “Pipe the Side.”) All hands should stand at attention until the halyard is secured. When the ensign is secured, the boatswain’s mate will play the call, “Carry on.” The boatswain then gives the command, “Detail dismissed. Carry on,” and the ship’s company will resume their normal duties. Note: Verbal commands are redundant to the boatswain calls and could be omitted with a well-trained ship’s company. During this ceremony, the ship’s company not on deck stands at attention. If ashore, a member of the ship’s company will come to attention and salute if in uniform. If not in uniform, it is proper to stand at attention and place the right hand over the heart. The ship’s flag and officer’s flag are raised slightly after the ensign starts its assent. These flags are retired slightly before the ensign starts its decent. The rule is that the ensign is first up and last down. Some ships may elect to use a bugle for the calls during a flag ceremony. The bugle plays “Attention,” “To the Colors,” and “Carry On.” If this option is taken, the same procedure is used, except the boatswain’s mate will not pipe. The bugle takes the place of the pipe for that portion of the ceremony. Sunset’s exact time should be acquired for retiring the colors. The color guard should muster on deck and prepare to retire the colors. Follow the sequence for retiring the colors that was used to raise them. Note: The person doing the piping should salute, even if the salute must be rendered with the left hand.

Seabadge 2016 – Administrative and Instructor Guide

APPENDIX B - SAMPLE LANDSHIP CEREMONY Landship The overall deck plan for a landship is based on the customs and traditions of our Navy. All staff members must know the proper terminology as well as the basic layout. A layout involving minimum equipment can be easily set up by any ship.

Note: Crew advisors will model crew leader responsibilities until crew leaders are elected. Preliminary Five minutes before the start of the ceremony the ship’s bell is rung five times; three minutes before the start of the ceremony, the ship’s bell is rung three times; two minutes … two times; one minute … one time. OFFICER OF THE DECK (OOD) boards ship from starboard gangway; BOATSWAIN (BOS’N) boards ship from port gangway. At the rail they render the double salute, first saluting amidships and then aft, and then laying aboard. Two steps aboard, the BOS’N salutes the OOD and the OOD orders: OOD: “BOS’N, proceed with the opening ceremony.” BOS’N: (Salutes) “Aye, aye, sir.” (OOD returns salute.) BOS’N: Faces the crew off ship, pipes “Attention” followed by “All Hands,” and orders, “Crew leaders, muster your crews.” OOD: Enters the ship from starboard and takes his station on the forward side of the starboard gangway facing the port gangway, just off the keel line. The BOS’N takes position just forward of the port gangway and faces the port gangway. (As the crews are forming, the boatswain’s mate marches to the port gangway.) BOS’N’S (Salutes inboard to approximately where the boatswain is standing)

Seabadge 2016 – Administrative and Instructor Guide

MATE: “Boatswain’s mate [last name] requests permission to lay aboard, boatswain.” BOS’N: “Permission granted.” (BOS’N returns salute. BOS’N’S MATE drops his salute, executes the double salute, then marches to a station just forward of the port gangway and comes to the position of at ease.) (The crews, in order, fall in at the port gangway.) (The first CREW LEADER marches to the port gangway.) CREW LEADER: (Salutes inboard where the BOS’N is standing) “Alpha Crew, requests permission to lay aboard, boatswain.” BOS’N: “Permission granted.” (BOS’N returns salute.) CREW LEADER: (Drops his salute, turns and faces aft and salutes, then orders to his crew) “Alpha Crew, lay aboard.” (CREWS lay aboard in order. Each individual as he or she boards renders the double salute. When they salute inboard, the BOS’N returns the salute. As the crew members lay aboard, they position themselves in front of their chair facing forward. The crew leader is located one step forward of the center of his crew facing his crew. When the entire crew is on deck and at quarters, then…) CREW “Inboard face. At close interval, dress right, dress.” LEADERS: (The CREW LEADER verifies the alignment and then commands, “Ready, front.” The next crew will proceed to board in the same manner (Bravo Crew, Charlie Crew, Delta Crew, etc.) proceed until all crews have boarded the landship. BOS’N: (BOS’N turns to face inboard and the OOD. Salutes.) “Sir, the ship is at quarters.” OOD: (OOD faces the BOS’N and returns salute.) “Very well, receive the report.” BOS’N: (Salutes) “Aye, aye, sir.” BOS’N: (Turns and faces crews) Crew leaders, report.” CREW (One at a time each turns to face the BOS’N and salutes) LEADERS: “Alpha Crew, (Bravo Crew …), all present or accounted for, sir.” BOS’N: (Returns salute to crew leaders) “Very well.” BOS’N: (Faces OOD, salutes) “Sir, all crews present or accounted for.” OOD: (Returns salute) “Very well. Set the watch.” BOS’N: “Aye, aye, sir.” (Faces crews) “Crew Leader Alpha, your crew will be the duty

Seabadge 2016 – Administrative and Instructor Guide

crew. Assign SIDE BOYS and COLOR GUARDS.” ALPHA CREW “Aye, aye, boatswain,” salutes BOS’N, then orders, “Alpha crew, from the LEADER: right, count off by two’s.” After the count, he orders, “Ones will man the rail aft the gangway, twos will man the rail forward the gangway. Sea Scout ______and _____ will serve as COLOR GUARDS.” BOS’N: BOS’N turns to face OOD, salutes, “Sir, COLOR GUARD and SIDE BOYS have been assigned.” OOD: “Very well, stand by for colors.” BOS’N: “Aye, aye, sir.” (Salutes the OOD) OOD: Retrieves the colors from storage. While the OOD retrieves the colors, the Boatswain faces the crew and commands, BOS’N: “Color guards, post.” He then faces the OOD to receive the colors. (The OOD passes the ensign to the BOS’N placing his right hand on top of the ensign and left hand under the ensign. Once the BOS’N receives the ensign, the OOD salutes the colors. The BOS’N does not return the salute.) BOS’N: Receives the ensign with both hands, left hand below the colors and right hand on top of the colors, faces the port gangway. If the BOS’N must move to present the colors to the color guard, the BOS’N will press the ensign to his chest with right hand over left. (The COLOR GUARD does one step forward to clear the crew and lays aft to obtain the ensign from the BOS’N, who passes it to the bearer and salutes the ensign in half time. The bearer takes the colors with both hands, placing his left hand under the colors and then passes his right hand over the top of the colors as if to smooth the fabric. The COLOR GUARD does not return the salute. When the BOS’N drops his salute, the COLOR GUARD quickly proceeds to their posts, and makes ready the ensign on the halyard. As the bearer of the ensign moves to the flag halyard, he presses the ensign to his chest with the right hand over the left. The color guard then prepares the flag halyard to receive the colors, attaches the ensign to the flag halyard and stands by for orders. When all is ready, the BOS’N MATE commands. . .) BOS’N MATE: “All hands face the ensign.” (Faces the audience) “Will the audience please stand.” Pipes “Attention” followed by “All Hands,” then orders, “Attention on deck, hand salute.” BOS’N MATE: Pipes “Pipe the Side.” (The BOS’N MATE salutes with his weak hand.) (At the first note of “Pipe the Side” the ensign is run up smartly. As the ensign

Seabadge 2016 – Administrative and Instructor Guide

leaves the bearer’s hands he takes one step backward and salutes. Upon securing the halyard, the guard takes one step backward and salutes. At the last sharp high note of “Pipe the Side,” all hands smartly retire their salute. All hands remain at attention until the halyard is secured. BOS’N: While the COLOR GUARD is securing the halyard, the BOS’N faces the audience and states, “Please be seated,” he then orders, “Crew, inboard face.” Upon securing the halyard, he orders, “Color guard, return to your crew.” BOS’N MATE: Pipes “Carry On,” and gives the command, “Carry on. Carry on.” (The COLOR GUARD returns to their crews. When they have returned to their stations, the BOS’N turns and faces the OOD.) OOD: “Standby to receive the Skipper.” BOS’N: (Salutes) “Aye, aye, sir.” OOD returns salute. BOS’N: (Faces crew) “Stand by to receive the Skipper, two side boys post.” The first two SIDE BOYS take one step forward and report to their assigned duty stations. The BOS’N, BOS’N’S MATE, or a CREW LEADER will take up stations one step forward of the forward line of SIDE BOYS and one step inboard to pipe the side. The OOD remains in a position just forward of the starboard gangway facing the starboard gangway.) OOD: “[Ship’s name] arriving.” (Two bells are sounded as the Skipper approaches the gangway. The moment the Skipper takes his first step onto the ship, one bell is sounded. The bell is guttered, followed by piping “Pipe the Side.” All SIDE BOYS salute at the first note of the pipe and hold the salute until the last note while the SKIPPER completes the double salute. The Skipper first salutes inboard and then aft. The OOD salutes the Skipper when he salutes inboard as the OOD has placed himself nearly amidships facing the starboard gangway.) OOD: (Welcomes the SKIPPER aboard, and then faces the SKIPPER) “Sir, do you wish to inspect the ship?” SKIPPER: “Not at this time. Carry on.” OOD: (Salutes) “Aye, aye, sir.” OOD: “BOS’N, proceed with the scheduled ceremony.” BOS’N: (Salutes) “Aye, aye, sir.” If the regional or national commodore is present: OOD: “Stand by to receive the council, regional or national commodore.”

Seabadge 2016 – Administrative and Instructor Guide

BOS’N: (Faces OOD, salutes.) “Aye, aye, sir.” Faces crew and orders, “(appropriate number of) SIDE BOYS post.” (SIDE BOYS take one step forward and report to their assigned duty stations. The BOS’N, BOS’N’S MATE, or a CREW LEADER will take up station one step forward of the forward line of SIDE BOYS and one step inboard to pipe the side.) OOD: “Regional or national commodore arriving.” (appropriate number of bells, with piping.) OOD: (Welcome the COMMODORE aboard.) “Sir, do you wish to inspect the ship?” COMMODORE: “Not at this time. Carry on.” OOD: (Salutes) “Aye, aye, sir.” OOD: “BOS’N carry out the orders of the day.” BOS’N: (Salutes) “Aye, aye, sir.” (After the scheduled program is complete everyone has to go ashore in the reverse. When the Commodore is ready, the SKIPPER informs the OOD that the Commodore is ready to go ashore.) OOD: "Bos'n, The Commodore is ready to disembark, post SIDE BOYS." As the Commodore approaches the gangway the appropriate number of bells is struck. BOS'N: Aye, aye, Sir. (Salutes) Faces crew and orders, "Ship's company, attention, # SIDE BOYS, post." As the Commodore leaves, he first salutes aft, then turns and salutes inboard. The OOD positions himself forward of the starboard gangway in line with the keel and returns the Commodore’s salute when he salutes inboard. BOS’N pipes “Pipe the Side.” At the first note of the pipe, the SIDE BOYS salute and hold their salute until the last note of the pipe. The Commodore salutes and holds his salute until he reaches the gangway. When the Commodore takes his first step off the ship, one bell is struck. (Bell is guttered.) CREW LEADER: After the Commodore leaves the landship, orders, "SIDE BOYS, inboard, face. Return to your crew." The SKIPPER then informs the OOD that he is ready to disembark and he goes ashore in the same manner with two side boys. The same procedure is followed as with the Commodore except for two bells and two SIDE BOYS. OOD: "Bos'n, retire the colors." BOS'N: "Aye, aye, sir." (Salutes) "Color guard, post."

Seabadge 2016 – Administrative and Instructor Guide

OOD: Returns the salute. BOS'N MATE: As the color guard reports to the stern, orders, "All hands, to the ensign, face. Will the audience please stand?" When the color guard is ready with halyard in hand, the BOS’N MATE pipes, “Attention” followed by “All Hands.” BOS’N MATE: Orders, “Hand salute,” then pipes “Pipe the Side.” The colors start down at the first note of the pipe and the piping continues until the colors are one foot above the deck. At the moment the call ends with a sharp high note, all hands retire their salute smartly. All hands remain at attention until the colors are folded and delivered to the OOD. The color guard then folds the flag. After folding into the traditional triangle, the bearer places his left hand under the flag and runs his right hand over the top of the flag as if to smooth the fabric. The bearer then presents the flag to the BOS’N and salutes in half time. The BOS’N does not return the salute. BOS’N MATE: Commands, "Color guard, return to your crew. Members of the audience, please be seated. All hands, inboard face." BOS'N: Receives the flag from the color guard with both hands. He positions his left hand below and right hand above. He then does an about face and hands the flag to the OOD and salutes in half time. The OOD does not return the salute. OOD: Receives the flag and places it in the proper storage area. BOS’N MATE: Pipes “Carry On” and gives the order, “Carry on. Carry on.” OOD: Orders, "BOS’N, have the ship's company disembark." BOS'N: Salutes the OOD, "Aye, aye, sir." OOD: Returns the salute. BOS’N: "Ship's company, prepare to disembark." BOS’N: Positions himself forward of the port gangway approximately amidships, facing the gangway. BOS'N MATE: While the crew leaders are preparing their crews to disembark, the BOS’N MATE steps to the port gangway and salutes the BOS’N. "Bos’n, Bos'n's Mate requests permission to disembark.”

BOS'N: Salutes, "Permission granted." CREW The first crew leader steps to the port gangway, salutes the BOS’N, "Sir, Alpha LEADERS: Crew requests permission to disembark."

Seabadge 2016 – Administrative and Instructor Guide

BOS'N: Salutes, "Permission granted." When permission is granted, the crew leader completes a double salute, saluting aft first and then inboard followed by each crew member completing a double salute as they depart the ship. The BOS’N salutes each member when they salute inboard. All crews depart in the same manner. After the last ship member has departed, the BOS’N turns to face the OOD. Salutes. "Sir, All hands are ashore." OOD: "Very well, secure the landship." With this the OOD and BOS’N step to their gangways. The BOS’N salutes the OOD, and the OOD returns the salute. Then both salute aft, turn and salute inboard and step off the landship.

Landship Ceremony Notes 1. “Ma’am” is interchangeable with “sir.” 2. Side boys render salutes when piping aboard or when departure commences. The salute drops when the piping stops. 3. Stokes of the ship’s bell for arrival and departure of dignitaries. a. Two Bells – [Ship’s name] Skipper, arriving or departing (two side boys) b. Four Bells – [Council name] Council commodore or Council executive or designee, arriving or departing (four side boys) c. Six Bells – [Region name] Regional commodore or Region professional arriving or departing (six side boys) d. Eight Bells – National commodore or National director arriving or departing (eight side boys) 4. Every ship does not have to conduct the landship ceremony exactly the same way. As long as the main ingredients are there, it will look great. 5. Gather the crew(s) in a general location just before the ceremony starts. When the crew leader calls fall in, they only need to take a few steps to be in formation. 6. Keep it simple, but with enough commands, movement and flourish as the group can handle. Keep the number of commands short, but have enough to make it sound like commands are needed. 7. Members are almost always at attention. If not at attention, they are at parade rest. They are never at ease. Even while seated, they should stay “almost” motionless with their hands flat on their lap. 8. Practice, practice, practice. A landship is like a play with leads, speaking parts and extras. 9. The double salute should be performed precisely at the gunwales of the gangway. Check for hand movement while saluting. Remember, when boarding, salute first amidships and then aft. When departing, salute first aft and then amidships. 10. When the crew marches to their position in front of their chairs, they should all stop facing forward. On the command of the crew leader, they turn to face inboard. Sometimes it is better to use the command inboard, outboard, aft or forward.

Seabadge 2016 – Administrative and Instructor Guide

11. If the Skipper inspects, it should be done very quickly unless it is at a ship meeting. The Skipper walks slowly down the front of the crew, looking sideways, up and down, and at the end does a left face and steps one step forward. The boatswain steps behind the Skipper and then commands, “Crew, one step forward march.” The Skipper does a left face as the crew steps forward and then inspects the rear of the crew in the same manner. Usually the Skipper turns and faces each person he is inspecting when inspecting from the front. When inspecting the rank from the rear, the Skipper just walks down the rear of the rank and does not stop at each person. 12. Some ships place the boatswain’s mate at the bow, some just forward of the port gangway and some on the quarterdeck during the ceremony. If you expect a large number of guests on the quarterdeck, the boatswain’s mate should be on the bow. However position the OOD and boatswain forward of the respective gangways and in line with the mast during boarding and disembarking ceremonies. This allows the boatswain and OOD to return the salutes of persons leaving or arriving on the gangway when that person salutes amidships. 13. Nautical tradition requires a person be covered in order to salute. In other words, you must have a hat on, indoors or outdoors, in order to render a salute. You should require the crew to keep their hats on all the time. Persons in the audience in uniform, but not covered, should place their hand over their heart during the colors ceremony. 14. The boatswain and boatswain’s mate must salute during piping. If the piping is done with the right hand, it is correct to salute with the left hand. 15. Color guards should hold after attaching the ensign to the halyard until the command is given to salute. That holding time should be very pronounced so the Boatswain’s Mate can know when to give commands. If a Boatswain’s pipe is used for colors, commands are not needed. The crew salutes at the sound of the pipe and retires the salute on the last note. 16. Guttering the Bell. When a dignitary is brought aboard, the correct number of bells is struck before the dignitary steps on to the ship. With his first step on the ship one bell is struck. When he leaves, on his first step off the ship, one bell is struck again. This follows the correct number of bells for his or her rank. The ship’s bell is struck once and immediately silenced by placing the hand on the bell after it is struck to stop the ringing.

Seabadge 2016 – Administrative and Instructor Guide

APPENDIX C – ADDITIONAL INFORMATION ABOUT AUSTRALIAN BUSHFIRES The Australian bush is naturally designed to burn. Bushfires promote the regeneration of the land and plants and help to maintain ecological balance. In fact, some plants and trees would not propagate without the intense heat of a bushfire. On average, bushfires burn 23,000 square kilometers (14,250 square miles) of forest, grass, crops, and townships in Australia each year. Traditionally, Victoria is the busiest of country fire services. In this state alone, there are more than 2,500 bushfires in the summer. The Dandenong Ranges region is considered to be one of the most bushfire-prone areas in the world because of its hilly terrain, highly flammable native vegetation, and climatic patterns, which create severe fire hazard conditions. Another factor, making some areas particularly hazardous, is the combination of forest and urban environments. Bushfire weather in the Dandenong Ranges normally occurs in the months from December through February. It is during this time that weather conditions are ripe for bushfires to burn out of control. Drought, air temperatures above 37°C (99°F), winds in excess of 55 kph (34 mph), and very low humidity (less than 15 percent) make bushfires more likely to occur. People who die in bushfires rarely die from the flames. Instead, the three causes of death are radiant heat, dehydration, and asphyxiation. The main threat is radiant heat. The intensity of this heat will kill an unprotected person within seconds. Radiant heat peaks and passes in a surprising short period of time – 60 to 90 seconds. Even in the most severe bushfires, radiant heat “peaks and passes any given spot in up to two minutes and dense undergrowth and ground litter burns down to bearable levels in 10 to 15 minutes. If you can get shelter from radiant heat for that short time, you will survive” (emphasis in original, Webster, 1989, p. 57). Since radiant heat travels in a straight line, sheltering behind a solid barrier will provide protection. In the Bushfire Survival Situation TM, the house clearly provides the best protection from the dangers of bushfires. It is well-maintained and roofed in metal, as well as located in a clearing of short grass and small shrubs. The clearing will provide an adequate fire break and prevent the bushfires from coming up to the house. The greatest risk to the house is flying embers that could become lodged in doorways, window sills, easements, and on the roof. Fortunately, these embers will require some time (upwards of two hours) before the fire catches to the house. Consequently, there will be sufficient time for the occupants to remove the embers and stamp out any fires, both before and after the fire front passes. During a bushfire, a person can lose more than two quarts of fluid per hour from perspiration. Without replacement, kidney failure will result followed quickly by death. “A dehydrated person first becomes sluggish, irritable, impatient, muddle-headed, tired, and sleepy. The skin is flushed, but dry as sweating stops. With further loss of body fluid, the person will become nauseated, generally incapacitated and comatose. (Webster, 1989, p. 58). It is critical to replenish fluids by drinking water, “whether or not you feel thirsty.” Asphyxiation is another cause of death. It can result from “super-heated air or gases” that will swell the throat and windpipe. It can also occur from the inhalation of tiny particles that clog the lungs. It is therefore important to place a wet mask over your mouth to cool and moisten

Seabadge 2016 – Administrative and Instructor Guide

the air and prevent particles from being inhaled. The handkerchief, covering the mouth, would keep the “particles out of the lungs and breathing passageways and offer some protection to the face from radiant heat. (Arthur J. Sutton, Michigan Department of Natural Resources; Personal Communication, December 20, 1995). Reference: Gourley, Michael. Bushfire Survival Situation, Leader’s Guide. Chicago: Human Synergistics International. 2008.

Seabadge 2016 – Administrative and Instructor Guide

APPENDIX D – PAIRED CHOICE ANALYSIS Paired Choice Analysis  List options.

Option Value Option Value Option Value Option Value Option Value A or B A or C A or D A or E A or F B or C B or D B or E B or F C or D C or E C or F D or E D or F E or F

 Add up individual team member’s option total scores. Total scores for: Option A: _____ Option B: _____ Option C: _____ Option D: _____ Option E: _____ Option F: _____

 Add all team member option total scores together for a team score. Total scores for: Option A: _____ Option B: _____ Option C: _____ Option D: _____ Option E: _____ Option F: _____

 Rank the results 1st choice – Option ___ 2nd choice – Option ___ 3rd choice – Option ___ 4th choice – Option ___ 5th choice – Option ___ 6th choice – Option ___

Seabadge 2016 – Administrative and Instructor Guide

APPENDIX E – SEA SCOUT RUTTER

SEABADGE Sea Scout Rutter

Name: ______

Ship Number: ______

Council: ______

Crew Advisor: ______Signature: ______

Rutter Coordinator: ______Signature: ______

Date Rutter must be completed: ______

Reminder: Each section of your Rutter must be approved by your crew advisor and your Seabadge course’s Rutter Coordinator prior to departing the Seabadge course. Notes documenting your efforts and successes in meeting your goals for each section of your Rutter must be mailed or delivered to your crew advisor no later than eighteen months from the completion of your course. The crew advisor will notify the Rutter Coordinator when you are finished and arrangements will be made to award your Seabadge pin.

Seabadge 2016 – Administrative and Instructor Guide

Sea Scout Seabadge Rutter Each Seabadge participant must complete a Seabadge assignment called a Rutter. This assignment must be completed within eighteen months after attending the Seabadge training weekend in order to receive the Seabadge pin. What is a Rutter? A "rutter" is the name of the pilot book or seaman's guide carried by early (Middle Ages) navigators. The word "rutter" is likely derived from the French word "routier," meaning "something that finds a way." Italian navigators called the books "portolano." Rutters were precursors to modern navigation charts and contained written sailing directions between ports and indicated prominent coastal landmarks and navigational hazards. The earliest rutters are thought to have appeared at the beginning of the fourteenth century, likely originating in Genoa. Continually updated and revised, rutters represented the best knowledge at the time about the way to get safely from one place to another and were the navigator's most prized possession.

Detail of the Scottish coast from the Nicolay Rutter

The first part of your Rutter will contain a list of goals you wish to complete within the next six to eighteen months. If you encounter a setback, your Rutter should list your alternate route. In the process of working on your Rutter, if you find a goal unattainable, contact your crew advisor as soon as possible. You and your crew advisor will work to modify your Rutter, or if necessary, change the goal completely. The crew advisor will contact the Rutter Coordinator to keep them informed of the changes.

Seabadge 2016 – Administrative and Instructor Guide

Section A: “Focus on Youth” is a key theme for Seabadge. Empowering youth is about helping them develop their leadership. This requirement isn’t about nautical skills training, rather it is about improving their ability to lead and manage the ship. The main intent is that the adult leader helps to prepare a youth, and the youth must carry out the activity. It is not necessary that the outcomes of the youth action be as intended, just that the adult leader adequately prepares the youth to lead the activity. Take a good look at your ship and identify a goal where you can apply Seabadge training to empower your youth to really run the program with adult leaders serving only as advisors. List the steps you will take to complete this goal. Examples: There are many opportunities to accomplish this goal, including:  Help a youth to prepare and conduct a quarterdeck meeting.  Help the quarterdeck run an annual planning conference.  Coach/advise an activity chair for a significant activity.  Serve as the ongoing advisor to a youth officer such as yeoman. I will help empower the youth of my ship to lead and manage the ship in the following way:

Section A will be completed when the goal is accomplished. Section B “Goal Setting and Planning” is a key theme for Seabadge. Identify an opportunity to foster goal setting, long-range planning and extended preparation in your ship by working with youth leaders to select, plan, and complete a significant multi-step project. This project should make sense within the capabilities of your ship. The intent is for the youth to focus on a project that they are excited about, for you to help them think through the necessary planning steps and execute the plan over an extended period. Examples: The range of projects is limitless, including:  Plan and carry out a long cruise.  Plan and carry out a multi-step vessel renovation.  Plan and carry out a district camporee.  Plan and carry out a water safety event. I will help the youth of my ship set goals and plan in the following way:

Section B will be considered complete when the ship completes the project you helped them select and plan.

Seabadge 2016 – Administrative and Instructor Guide

Section C: An important objective of Seabadge is to encourage the development of lifelong contacts and the sharing of resources by and between course participants and staff. List one contact you made at Seabadge with whom you will do something. After you list the contact, describe what you will do with that contact and how that will enhance your ship’s program and desired outcomes. The focus here is on “doing” something with someone outside your ship. Examples: Made contact with Skipper Joe Smith. Options for “doing” something with him include:  Skipper Joe Smith will visit my ship and teach a skill or participate in an activity.  I will visit Skipper Joe Smith’s ship to teach a skill or participate in an activity.  My ship and Skipper Joe Smith’s ship will plan a joint activity.  Skipper Joe Smith and I will go together to investigate a new opportunity for our Sea Scouts. I will take advantage of a contact I have made at Seabadge in the following way:

Section C will be considered complete when the activity with your contact has been successfully completed. Section D: Another important objective of Seabadge is to improve the quality of the Sea Scout program. List one goal in which you will use skills acquired at Seabadge to improve the quality of the Sea Scout program. The intent of this goal is to help your ship expand its program, help your ship enhance its program or help your ship keep its program fresh. Examples: There are many things that could meet this goal, including  I will help our ship achieve the Journey to Excellence Award.  I will help our ship complete the application for National Flagship.  I will help my youth plan and conduct an activity we have never done before (i.e. overnight sail or long cruise).  I will help my ship find and attend a new activity or event.  I will help my ship find and visit a new nautical location (i.e. Coast Guard station, sail maker, engine repair shop, Sea Base, etc.)  I will help my quarterdeck create or revamp a maintenance schedule for my ship’s vessels. I will improve the quality of the Sea Scout program in the following manner:

Section D is completed when your goal has been achieved.

Seabadge 2016 – Administrative and Instructor Guide

Section E: Seabadge is about helping you become a better leader. Identify a class you can take, a project you can undertake, or an experience you could have which will make you a better Sea Scout leader. This could be a class in technical skills or in leadership, or it could involve undertaking a project that enables you to develop skills or useful experience. Examples: There are many avenues that will accomplish this goal, including:  Complete the US Power Squadrons’ Piloting course.  Complete the Coast Guard Auxiliary’s Boating Skills and Seamanship class.  Serve as a crew member in a multi-day sailboat race.  Attend and complete the Seabadge Underway course.  Attend and complete a motor maintenance course.  Complete an American Sailing Association certification course.  Complete a U.S. Sailing certification course. I will improve my leadership skills in the following way:

Section E is completed when your goal has been achieved.

Seabadge 2016 – Administrative and Instructor Guide

APPENDIX F – SCOUT RUTTER SEABADGE Scout Rutter

Name: ______

Unit Number: ______

Council: ______

Crew Advisor: ______Signature: ______

Rutter Coordinator: ______Signature: ______

Date Rutter must be completed: ______

Seabadge 2016 – Administrative and Instructor Guide

Scout Seabadge Rutter Each Seabadge participant must complete a Seabadge assignment called a Rutter. This assignment must be completed within eighteen months after attending the Seabadge training weekend in order to receive the Seabadge pin. What is a Rutter? A "rutter" is the name of the pilot book or seaman's guide carried by early (Middle Ages) navigators. The word "rutter" is likely derived from the French word "routier," meaning "something that finds a way." Italian navigators called the books "portolano." Rutters were precursors to modern navigation charts and contained written sailing directions between ports and indicated prominent coastal landmarks and navigational hazards. The earliest rutters are thought to have appeared at the beginning of the fourteenth century, likely originating in Genoa. Continually updated and revised, rutters represented the best knowledge at the time about the way to get safely from one place to another and were the navigator's most prized possession.

Detail of the Scottish coast from the Nicolay Rutter The first part of your Rutter will contain a list of goals you wish to complete within the next six to eighteen months. The second part of your Rutter will be a log or journal for each section of your Rutter that documents the work done to complete each goal. This log will contain all information, both accomplishments and setbacks as related to your goals. Make sure the log is detailed and includes dates and actions taken by you or comments you feel are essential to tell your story (see completed example). Feel free to include pictures of events or drawings as needed. If you do face setbacks, your Rutter should also list your alternate route. In the process of working on your Rutter, if you find a goal unattainable, contact your crew advisor as soon as possible. You and your crew advisor will work to modify your Rutter, or if necessary, change the goal completely. The crew advisor will contact the Rutter Coordinator to keep them informed of the changes.

Seabadge 2016 – Administrative and Instructor Guide

Section A: “Focus on Youth” is a key theme for Seabadge. Attend at least one Sea Scout event, activity or ship meeting in your council or area. Visit with youth and adults about their experience in Sea Scouts. Your log should include positive comments, actions, events, suggested areas for more youth involvement, and areas of improvement. Section A will be completed when your report is completed in your log. Section B: Help promote Sea Scouts in your council or start a ship in your council. List at least three goals you have for promoting Sea Scouts. 1.

Section B will be completed when your goals have been implemented. Section C: One important objective of Seabadge is to encourage the development of lifelong contacts and the sharing of resources by and between course participants and staff. List two ways you plan to use contacts you have made at Seabadge to enhance your unit’s program. Example: Made contact with Skipper Joe Smith, and plan on conducting a joint weekend activity at the lake. 1.

Section C is completed when you have collaborated with your contacts.

Seabadge 2016 – Administrative and Instructor Guide

Section D: Another important objective of Seabadge is to improve the quality of the Scout program. List one goal in which you will use skills acquired at Seabadge to improve the quality of the Scouting program. Example: Use the skills acquired at Seabadge to help our unit achieve the Journey to Excellence Award. 1.

Section D is completed when you utilize your skills acquired at Seabadge to help improve the Scouting program. Sample Rutter Log Section D: Another important objective of Seabadge is to improve the quality of the Scout program. List one goal in which you will use skills acquired at Seabadge to improve the quality of the Sea Scout program. My goal is to utilize the planning and goal setting skills acquired at Seabadge to help our crew meet the requirements for the gold level of the Journey to Excellence award. Steps 1. Start by having a yearly planning meeting. 2. Have the officers set a Vision Statement for the year, like “Crew 555 will work to complete all necessary requirements to achieve the gold level of Journey to Excellence while having fun as a crew.” 3. Using the planning outline from Seabadge, help the crew plan into the calendar all the needed activities and events for the gold level of the Journey to Excellence award. 4. Have the crew develop a checklist of all requirements and check them off as we proceed through the year. Section D – Rutter Log  We had our yearly planning meeting 1/2/12, attended by all crew officers and most adult leaders. We did something different this year and went away to a log cabin in the mountains for a planning weekend.  The cabin had all the comforts of home but was away from home so that the officers could focus on the task.  I talked to the adult leaders and we all agreed to do all the cooking that weekend. We did this to show the officers how easily it is to prepare good meals and get away from the same old meals. This also allowed the officers to focus on planning.

Seabadge 2016 – Administrative and Instructor Guide

 The officers developed a vision statement for this year: “Members of Crew 555 make it our goal to have fun trying to complete all the requirements necessary to apply for the gold level of the Journey to Excellence Award.”  The officers developed an annual plan and a checklist to be used at each monthly officer’s meeting as a way to insure the crew stays on course. (See attached checklist and annual plan.)  It was suggested that we have a crew member on each activity assigned to take photos so the crew can document it for the crew scrapbook.  February Officer’s Meeting – Used the checklist to help plan next month.  March Officer’s Meeting – From the checklist it was determined that we were falling behind in members attending meetings. The officers developed a special event for all members who attend 70% of the yearly meetings. The event will be an overnight trip to an indoor water park next January.  April Officer’s Meeting – Everything appears to be on track for completing all Journey to Excellence requirements.  May Officer’s Meeting – The president suggested that we add three more days of outdoor activities in case we have bad weather and an event has to be cancelled.  June Officer’s Meeting - On course  July Officer’s Meeting - On course  August Officer’s Meeting – The officers added a water activity, a fun day of water skiing at our local lake as a way to celebrate the end of a fun summer.  September Officer’s Meeting – The secretary noted we currently have 15 out of 16 members at the 70% mark for the indoor water park event.  October Officer’s Meeting – Looking good. The officers planned the next two meetings for working on the crew scrapbook.  November Officer’s Meeting – The officers noted that all requirements are completed except for one more service project. They made plans to work at the food bank over the Christmas break.  December - No officer’s meeting held, but the Christmas party was a big success and brought in two new recruits. The officers decided that since only two members missed the 70% attendance mark and since the crew completed all the requirements that the whole crew would do the fun weekend. It was set up for the second weekend in January. After the president talked to the indoor water park and told them why we were coming, they offered the crew ½ off discounts.  This has been the best year for our crew. All the members worked hard and had so much fun completing the Journey to Excellence requirements. As our president said, “If we had so much fun this year, we should do this again next year, too.”

Seabadge 2016 – Administrative and Instructor Guide

APPENDIX G – SCOUT’S OWN MEALTIME BLESSINGS PHILMONT GRACE For food, for raiment, For life, for opportunity, For friendship and fellowship, We thank Thee O Lord. Amen SEA SCOUT GRACE Commodore Dan Wilson, SHAC Fleet For sea, for sky, For wind and sail and friendship, For family and peace We thank thee O Lord. FLORIDA SEA BASE GRACE Bless the creatures of the sea, Bless the person I call me, SEA SCOUT SERVICE Bless the seas you made so grand, Outline for the service: Bless the sun that warms the land, Opening Prayer: Bless the fellowship we feel, Patriotic Song: As we gather for this meal. Amen Psalm: Devotional: BLESSING HYMN (tune: Edelweiss) Religious Song: Come dear Lord, be our guest Poem: As we gather together. Inspirational Story: May our heart glow with love, Inspirational Song: Keep us close to you ever. Closing Thoughts:

Friendship and joy, May they bloom and grow. Bloom and grow forever, Bless our homes, bless our friends, Bless our common endeavors. Thank you God, for this day, Bless all those who greet it. May your love glow with peace, May your love go forth from us. Friendship and peace May they bloom and grow Bloom and grow forever. Bless our friends, bless our work Bless each of us forever. This Sea Scout Service Book Belongs To:

Seabadge 2016 – Administrative and Instructor Guide

OPENING PRAYERS SERMONS WE SEE, by Edgar A. Guest I’d rather see a sermon than to hear one any day; SEA SCOUT PRAYER I’d rather one should walk with me than merely tell BY DAVID GiIRONDA, SR., Sea Scout Ship Philmont the way. The eye’s a better pupil and more willing Creator of all that is good everywhere, Bless your sailors gathered here, than the ear; Fine council is confusing, but And bless those in Scouting, far and near. example’s always clear; And the best of all the preachers are the men who live their creeds, for to Inspire us and steer us, so we may dare, To lead, teach and serve those see good put in action is what everybody needs. Who you entrust to your care. I soon can learn to do it if you’ll let me see it done; Grace us so that our courage, Patience and I can watch your hands in action, but your tongue seamanship increase, To foster duty to God in too fast may run. And the lecture you deliver may Scouting, And promote world peace. be very wise and true; but I’d rather get my lessons Protect us all in traversing The course by observing what you do. For I might understand you set before us, In the family of Sea you and the high advice you give, but there’s no Scouting. misunderstanding how you act and how you live. God bless America, and God bless The Boy Scouts of America. When I see a deed of kindness, I am eager to be BLESSED IS THIS PLACE kind. When a weaker brother stumbles and a Blessed is the spot, and the house, and the place, and the city, strong man stays behind just to see if he can help and the heart, and the mountain, and the refuge, and the cave, him, then the wish grows strong in me, to and the valley, and the land, and the sea, and the island, and the become as big and thoughtful as I know that I can meadow where mention of God hath been made and His praise be. And all the travelers can witness that the glorified. Amen best of guides today is not the one who tells you, but the one who shows the way. LORD, STAY WITH US Lord, stay with us as we come together; One good man teaches many, men believe what Let all the earth keep silence in your presence. they behold; one deed of kindness noticed is worth Dear Lord, bless all those everywhere who forty that are told. Who stands with men of honor Contribute to shape the hearts, minds, and learns to hold his honor dear, for right living speaks bodies of young people. Let us remember a language which to everyone is clear. Though an what they have taught and apply it daily. able speaker charms me with his eloquence, I say, Amen I’d rather see a sermon than to hear one any day. MELITA ISLAND SPIRIT PRAYER Write your own: Though we travel through tempests and the storms of life, we are courageous and pray the Scout Oath, Law and Skills we learn in Scouting stay with us always and guide us forever. Amen

UNITED STATES COAST GUARD PRAYER Give me the courage this day, O Lord, to do those things I know I should be doing…give me the strength to keep from doing those things I know I should not be doing…give the ability to properly tell which is which. Be with us all. AMEN. 2 15

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CLOSING THOUGHTS PATRIOTIC SONGS CLOSING PRAYER 1 Into your keeping, O Lord, we commit ourselves. Help us to watch for trouble and choose the right way. Defend us with your mighty power, and AMERICA grant that we fall into no danger, and that all we My country ‘tis of thee, do be pleasing in your sight. Sweet land of liberty, of thee I sing; CLOSING PRAYER 2 Land where my fathers died. The Lord bless us and keep us; the Lord make His Land of the pilgrim’s pride. face to shine upon us and be gracious to us; the From every mountainside let freedom ring Lord give us peace… Our father’s God, to Thee, A SEAMAN’S PRAYER Author of liberty, to Thee we sing; By Robert McKeon, Southern Region Long may our land be bright Help us Lord, With freedom’s holy light; To sail the vast and shining sea. Protect us by Thy might, great God, our king. Gently breathe into our sails a sweet and GOD BLESS AMERICA constant breeze. While the storm clouds gather far across the sea, Steer us through the darkened skies to find the Let us swear allegiance to a land that’s free, sun’s brilliant light. Bring some laughter to our ears to chase away Let us all be grateful for a land so fair, unwanted tears. As we raise our voices in a solemn prayer: Keep us always by your side and help us through God bless America, land that I love. the changing tide. Stand beside her and guide her Bring us comfort when in need and always Through the night with a light from above. protect our love, the sea. From the mountains, to the prairies, SEA SCOUT PRAYER To the oceans white with foam, By Mike Nadin God bless America, my home sweet home! Oh Lord, help us as Sea Scouts, to take to God bless America, my home sweet home! ourselves the spirit and courage and endurance handed on to us by seamen of former days. May AMERICA THE BEAUTIFUL their great traditions be ours, that our land may O, beautiful for spacious skies, still be famed for her spirit of bravery and that For amber waves of grain, we may be known to be as upright and God For purple mountain majesties, fearing as they. Above the fruited plain. Help us to take the best from them to put it into America! America! our daily lives. God shed Hs grace on thee, And crown thy good with brotherhood IRISH BLESSING From sea to shining sea. May the road rise to meet you, May the wind always be at your back, O, beautiful for patriot’s dream, May the sun shine warm upon your face, That sees, beyond the years, The rain fall soft upon your fields, Thine alabaster cities gleam, And until we meet again, Undimmed by human tears. May God hold you in the palm of his hand. America! America! God shed His grace on thee, And crown thy good with brotherhood From Sea to shining see. 14 3

Seabadge 2016 – Administrative and Instructor Guide

PSALMS INSPIRATIONAL SONGS PSALM 19 MORNING HAS BROKEN The heavens declare the glory of God; Morning has broken, like the first morning. The skies proclaim the work of His hands. Blackbird has spoken, like the first bird. SAILOR’S PARAPHRASE OF THE 23RD PSALM Praise for the singing, praise for the morning. The Lord is my pilot, I shall not drift. Praise for them springing fresh from the world. He lighteth me across the dark waters. Sweet the rain’s new fall, sunlit from heaven, He steereth me in the deep channels. Like the first dewfall on the new grass. He keepeth my log. Praise for the sweetness of the wet garden, He guideth me beneath stars of His holiness for His Sprung in completeness where His feet pass. name’s sake. Yea, though I sail ‘mid the thunders and tempest of Mine is the sunlight. Mine is the morning. life, Born of the one light Eden saw play. I shall dread no anger, for Thou are with me; Praise with elation. Praise every morning, Thy love and Thy care, they shelter me. God’s re-creation of the new day! Thou prepares a harbor for me in the homeland of LET THERE BE PEACE ON EARTH eternity. Let there be peace on earth, Thou anointest the waves with oil And let it begin with me. My ship rideth calmly. Let there be peace on earth, Surely sunlight and starlight shall favor me on the The peace that was meant to be. voyage I take, With God as our Father, brothers all are we. And I will rest in the port of God forever. Let me walk with my brother in perfect harmony. PSALM 91 Let peace begin with me, And He will raise you up on eagles wings, bear you up on the Let this be the moment now. breath of dawn, With every step I take, let this be my solemn vow; Make you shine like the sun, and hold you in the palm of His To take each moment and live each moment in hand. peace eternally! PSALM 100 Let there be peace on earth Make a joyful noise to the Lord, all the lands! Serve the Lord And let it begin with me. with gladness! FOR THE BEAUTY OF THE EARTH Come into His presence with singing! For the Beauty of the Earth, Know that the Lord is GOD! For the Beauty of the skies It is He that made us, and we are His; For the love which from our birth, We are His people and the sheep of His pasture. Over and around us lies Lord of all, to Thee we raise, Enter into His gates with thanksgiving, This our hymn of grateful praise. And His courts with praise! Give thanks to Him; bless His name! For the wonder of each hour, Of the day and of the night For the Lord is good; Hill and vale, tree and flower, His steadfast love endures forever, And His faithfulness to all generations Sun and moon and stars of light Lord of all, to Thee we raise, PSALM 133:1 This our hymn of grateful praise. Behold, how good and how pleasant it is for brethren to dwell together in unity!

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CHEROKEE INDIAN RITE OF PASSAGE PSALM 107:23-31 SAILOR'S PSALM Do you know the legend of the Cherokee Indian THEY that go down to the sea in ships, and occupy youth’s rite of passage? their business on the great waters; His father takes him into the forest, blindfolds These men see the works of the Lord, and his him and leaves him alone. wonders in the deep He is required to sit on a stump the whole night For at his word the stormy wind ariseth, which and not remove the blindfold until the rays of the lifteth up the waves thereof. morning sun shine through it. He cannot cry out They are carried up to the heaven, and down again for help to anyone. to the deep: their soul melteth away because of the Once he survives the night, he is a MAN. trouble. He cannot tell the other boys of this experience They reel to and fro, and stagger like a drunken because each lad must come into manhood on his man, and are at their wits’ end. own. So they cry unto the LORD in their trouble, and he The boy is naturally terrified. He can hear all delivereth them from their distress. kinds of noises. Wild beasts must surely be all For he maketh the storm to cease, so that the waves around him. Maybe even some human might do thereof are still. him harm. The wind blew the grass and earth, and Then are they glad, because they are at rest; and so shook his stump, but he sat stoically, never he bringeth them unto the haven where they would removing the blindfold. be. It would be the only way he could become a O that man would therefore praise the LORD for his man! Finally, after a horrific night, the sun goodness, and declare the wonders that he doeth for appeared and he removed his blindfold. It was the children of men! Amen then that he discovered his father sitting on the PSALM 139: 1-11 stump next to him. He had been at watch the O LORD, thou has searched me out and known me; thou entire night, protecting his son from harm. knowest my down-sitting and mine up-rising; thou We are never alone. Even when we don’t know understandest my thoughts from afar. it, our Heavenly Father is watching over us, sitting Thou art about my path and about my bed, and art on the stump beside us. acquainted with all my ways. When trouble comes, all we have to do is reach For lo, there is not a word in my tongue, but thou, O LORD, out to Him. knowest it altogether. Moral of the Story: Just because you can’t see Thou has beset me behind and before, and laid thine hand God, doesn’t mean He is not there. “For we walk by upon me. faith, not by sight.” 2 Corinthians 5:7 Such knowledge is too wonderful and excellent for me: I cannot attain unto it. WHEN NIGHT ENDS WHITHER shall I go then from thy spirit? “How can we determine the hour of dawn—when the night Or whither shall I flee from thy presence? If I climb up into heaven, thou art there; if I go down to hell, ends and the day begins?” The rabbi asked of his students. thou art there also. “When from a distance you can distinguish between a dog If I take the wings of the morning, and dwell in the uttermost and a sheep?” one of his students suggested. parts of the sea, even there also shall thy hand lead me. “No”, the Rabbi replied. And they right hand shall hold me. “Is it when you can distinguish between a fig tree and a If I say, ‘Surely the darkness shall cover me, and the light grapevine?” asked another student. about me become night,’ yet even the darkness is no “No” he replied again. darkness with thee, “Please tell us the answer, then” said the students. But the night is as clear as the day: “It is when you can look into the face of a human being The darkness and light to thee are both alike. and have enough light to recognize in him your brother,” the GLORY be to the Father, and to the Son, and to the wise teacher replied. “Until then, it is night, and the darkness is Holy Ghost; as it was in the beginning, is now, and ever still with us.” shall be, world without end. Amen

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DEVOTIONAL THOUGHTS INSPIRATIONAL STORIES “HOLD FAST” By Carol Hamilton In the movie Master and Commander, one of the CHEROKEE FABLE – PERSONAL RESPONIBILITY sailors had the letters H-O-L-D-F-A-S-T tattooed onto “One evening, a grandfather was teaching his his fingers, one letter on each digit. I assumed he young grandson about the internal battle that meant to remind himself to “Hold Fast” to the ropes each person faces. controlling the sails. Letting go could result in death. “There were two wolves struggling inside each of Valerie, my fifteen-year-old daughter, wrote the us,’ the old man said. same letters on her fingers in ink. “One wolf is vengefulness, anger, resentment, In Deuteronomy 30:20 we are reminded to “Hold self-pity, fear. The other wolf is compassion, fast to Him.” faithfulness, hope, truth, love.’ Hebrews 10:23: “Let us hold fast the confession of our hope without wavering, for He who promised IS “The grandson sat, thinking, then asked: ‘Which faithful.” wolf wins, Grandfather?’ 1 Thessalonians 5:21b: “Hold fast to that which is “His grandfather replied, ‘The one you feed.” good.” Revelation 3:3: “Remember therefore how you EVERYBODY’S CANOE have received and heard; hold fast and repent.” A young Native American brave was busy at Revelation 3:11: “Behold, I am coming quickly! work carving a canoe out of a log. As he worked, Hold fast what you have, that no one may take your members of the tribe passed by. Everybody had crown.” a piece of sage advice to offer the young man. “I think that you are making the canoe too wide,” LEADERS VS. FOLLOWERS said one man. The young man, wishing to show When leaders make a mistake, they say, “I was respect for the elder, narrowed his canoe. wrong.” When followers make mistakes, they say, “It A little later, another warrior stopped by. wasn’t my fault.” “I’m afraid that you are cutting the stern too A leader works harder than a follower and has full,” he said. Again, the young brave accepted more time; a follower is always “too busy” to do what the advice. is necessary. Very soon another member of the tribe A leader goes through a problem; a follower goes stopped, watched and then said, “The bow is too around it and never gets past it. sheer.” The young brave listened, took this to A leader makes and keeps commitments; a heart and changed the line of the bow. follower makes and forgets promises. Finally, the canoe was completed and the A leader says, “I’m good, but not as good as I young brave launched it on the lake. As soon as ought to be.” A follower says, “I’m not as bad as a lot it hit the water, it capsized. Laboriously, he of other people.” hauled it out of the cold water and back onto the Leaders listen. Followers just wait until it’s their beach. He searched for another log and began turn to talk. to work anew. Leaders respect those who are superior to them Soon, a member of the tribe stopped by to and try to learn something from them. Followers offer some advice, but this time the young brave resent those who are superior to them and try to find was ready. “See that canoe over there?” he chinks in their armor. asked, pointing to the useless craft on the beach. Leaders feel responsible for more than their job. “That is ‘everybody’s canoe.’” Then nodding at Followers say, “I only work here.” his new creation, “This one,” he said, “is my A leader says, “There ought to be a better way to canoe.” do this.” Followers say, “That’s the way it’s always been done here.”

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POEMS ANYWAY, by Dr. Kent M. Keith LITTLE CABIN IN THE WOODS, by Stacy Smith People are unreasonable, illogical and self- Little cabin in the woods, centered. Love them anyway. Come to me in my dream, If you do good, people will accuse you of Let me walk beside the stream, selfish ulterior motives. Do good anyway. Hear the little bluebird sing. If you are successful, you win false friends and Lying on a bed of clover, true enemies. Succeed anyway. Looking at the clear blue sky, The good you do today will be forgotten As the clouds go rolling by, tomorrow. Do good anyway. I think this is how I’d like to die. Honesty and frankness make you vulnerable. Be honest and frank anyway. Days of sitting in the sun, What you spend years building may be Writing words upon the page, destroyed overnight. Build anyway. Living each and every day, People really need help but may attack you if Quietly, in my own way. you help them. Help people anyway. Perhaps this is just a dream, Give the world the best you have and you’ll A little bit of heaven spent, get kicked in the teeth. Give the world the best A gift that God has sent, you’ve got anyway. To somehow make my life content. You see, in the final analysis, it is between you and God. It was never between you and them FROM AN EAGLE’S VIEW anyway. Have you ever wondered what it’s like to fly free, To see the world as far as the eye can see, GOD CARES ABOUT YOU, by Max Lucado To view the surroundings from high and from low, “Look at the birds in the air. They don’t plant To hear only the sound of a distant echo, or harvest or store food in barns, but your To float in the air with the wind being your guide, heavenly father feeds them.” Matthew 6:26 To admire many rainbows that the trees tend to hide, Consider the earth! Our globe’s weight has To glide over a flowing river that never seems to stop, been estimated at six sextillion tons (a six with To watch the animals from over a mile away, twenty-one zeroes). Yet it is precisely tilted at Or to rise above the treetops that glisten in the day? If you were an eagle you would wonder no more twenty-three degrees; any more or any less and For it can see things you have never seen before. our seasons would be lost in a melted polar Next time you look into the sky of blue, flood. Though our globe revolves at the rate of Think of what it’s like from an eagle’s view. one-thousand miles per hour or twenty-five thousand miles per day or nine million miles per THE EXPLORER, by Rudyard Kipling year, none of us stumbles into orbit… Something hidden. As you stand…observing God’s workshop, let Go and Find it. me pose a few questions. If He is able to place Go and look behind the Ranges the stars in their sockets and suspend the sky like - Something lost behind the ranges. a curtain, do you think it is remotely possible that Lost and waiting for you. Go! God is able to guide your life? If your God is ONLY ONE mighty enough to ignite the sun, could it be that I am only one person, he is mighty enough to light your path? If he So I can’t change everything in this world. cares enough about the planet Saturn to give it But, I am one person rings or Venus to make it sparkle, is there an And I can change some things. outside change that he cares enough about you to meet your needs?

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WIND OF THE SPIRIT RELIGIOUS SONGS “The wind blows where it wishes and you hear the sound of it, but do not know where it comes from and HOW GREAT THOU ART where it is going; so is everyone who is born of the Spirit.” O Lord, my God, when I in awesome wonder, John 3:8 Consider all the worlds Thy hands have made, The Lord recently used some analogies from sailing to I see the stars; I hear the rolling thunder, help me better understand living by the Spirit. Since my Thy pow’r throughout the universe displayed. childhood, I’ve often been involved with sailing in one Then sings my soul, my savior God, to Thee; form or another. One day as I was outside enjoying a breezy afternoon, the Lord reminded me of how sailors How great Thou art! How Great Thou Art! recognize the wind. Wind causes small ripples that Then sings my soul, my savior God to Thee, darken the surface of the water compared to the areas How great Thou art! How GREAT Thou art! where the wind is not blowing. When the sailor looks out When through the woods and forest glades I across the water, he’ll see a “wind line” moving across the wander, water with the leading edge of the wind. And hear the birds sing sweetly in the trees, When sailors see a wind line approaching, they know When I look down from lofty mountain grandeur, to prepare for the increased force on the sails and boat. And hear the brook and feel the gentle breeze; They may have to shift weight to the windward side of the vessel to compensate or they may have to let the sails out Then sings my soul, my savior God, to Thee; a little to prevent being overpowered by the gust. If How great Thou art! How Great Thou Art! they’ve prepared well, the boat will accelerate when the Then sings my soul, my savior God to Thee, gust hits the sails. How great Thou art! How GREAT Thou art! A wind line will give a general indication of where a gust is coming from, but often more precise information is AMAZING GRACE needed to sail the boat at its ideal speed. Sailors use Amazing grace! How sweet the sound, “telltales” to help them know the exact direction the wind That saved a wretch like me! is coming from. A telltale is simply a little piece of string I once was lost, but now am found; tied to a mast support or to the sail. The telltale streams Was blind, but now I see. in the direction that the wind is blowing. ‘Twas grace that taught my heart to fear, As I thought of how this might apply to living, I thought And grace my fears relieved. of John 3:8. We are called to be controlled by the Spirit, How precious did that grace appear, yet sometimes it may seem challenging to know where The hour I first believed. the Sprit is leading us. It’s during those times that I turn The Lord has promised good to me; to spiritual wind lines and telltales for help. For example, His word my hope secures. I find that being in the word, praying, receiving Godly He will my shield and portion be, counsel, and keeping a watchful eye on the circumstances As long as life endures. the Lord brings me into all help me discern where the Spirit is leading. HE’S GOT THE WHOLE WORLD As with the wind, the Spirit’s moves will produce He’s got the whole world, in His hands, telltale signs that we’ll be able to recognize as we walk He’s got the whole wide world, in His hands, with the Lord and become familiar with his character and He’s got the whole world, in His hands, ways. By heeding the signs and following the Spirit where He’s got the whole world in His hands. he is leading, we’ll begin to experience the life and peace that comes with living by the Spirit. When we correctly He’s got you and me, brother, in His hands, (etc.) recognize the leading of the Spirit, we can properly He’s got you and me, sister, in His hands, (etc.) prepare ourselves for the move of his power, just as the sailor prepares his boat for a coming gust. In doing so, He’s got the itty bitty baby, in His hands, (etc.) we’ll be best positioned to be perfectly used by God for his purposes. He’s got everybody here, in His hands, (etc.)

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APPENDIX H – QUICK REFERENCE CHECKLIST/RESPONDING TO YPT INCIDENTS Quick Reference Checklist for Scout Executive or Designee Responding to incidents of abuse, bullying, hazing, etc., involving Scouts  Ensure the safety of Scout(s) or victim(s).  Ensure parents of Scouts involved are notified of incident.  Determine whether authorities (law enforcement or child protective services) have been notified. o If yes, obtain information such as investigator’s name, agency name, date reported, case number, etc. o If not, determine whether notification is indicated and if so, ensure report is made.  Fill out the Youth Protection/Membership Incident Information Form located on MyBSA (electronic report on Risk Console will be available in fall of 2015).  Gather information and details about the incident from all individuals directly involved using the above Incident Information Form as a guide.  When speaking with involved individuals, ask for written statements and/or supporting documentation and take detailed notes either during or after your conversation with them.  When speaking with involved individuals, identify any potential witnesses.  Speak with the individual(s) who reported the allegation.  Follow up with the parents of the victim(s) as soon as possible. o Provide comfort and support to victim(s) and family. o Advise them of the actions you have taken and/or will take in response to the report. o Encourage the victim(s) and the parents to attend counseling and tell them the council will provide financial assistance. o If counseling is elected, contact the Legal Department at the National Service Center, 972-580-2005, to arrange for reimbursement.  When sufficient information is obtained, speak with the alleged offender(s) or parents, if a youth.  Speak with all identified witnesses with firsthand knowledge.  Notify chartered organization representative and committee chair of incident and actions taken.  Determine whether a unit parents meeting should be held (to address media reports, rumors, parents’ questions and/or fears, etc.). o If yes, schedule a unit parents meeting. o If authorities are involved, advise them of the meeting and request their attendance. o Include a counselor or other mental health provider at the meeting if indicated.  Consider what remedial action might be indicated: o Conduct additional unit or leader training. o Restrict/cease participation of individual(s) while additional information is gathered. Send confirmatory letter and copy the chartered organization representative and committee chair. o Revoke individual(s) council registration. Send confirmatory letter and copy the chartered organization representative and committee chair. o Request individual(s) be designated as ineligible to register/participate with the BSA by sending Ineligible Volunteer Designation Request and all supporting documentation to Membership Standards. (Mark all correspondence Personal and Confidential.)

 For additional guidance, review the Procedures for Maintaining Membership

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Standards Handbook located on MyBSA.

Additional Resources  Contact Youth Protection at the National Service Center, 972-580-2359, if you need assistance in addressing active youth protection-related matters.  Contact Membership Standards at the National Service Center, 972-580-2007, if you need assistance with membership-related matters such as designation as ineligible, appeals, etc.  Contact Scout Help at the National Service Center, 855-295-1531, if you need assistance in addressing allegations of past abuse.  Provide updates to those involved at the National Service Center.

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APPENDIX I – HELP! CENTRAL Abuse If you or a friend is a victim of rape, incest, or any form of Sexual Abuse, call the National Sex Abuse Hotline 1-800-656-4673 If you are dating someone who is abusive, call Dating Violence Information Line for help 1--800-897-LINK If you or a friend are involved in the prostitution or pornography industry and you want help to escape, call Children of the Night 1-800-551-1300 If you or a friend is being physically abused at home, call National Domestic Violence Hotline 1-800-799-7233 National Child Abuse Hotline 1-800-4-A-CHILD National Sexual Assault Hotline 1-800-656-HOPE Eating Disorders If you or one of your friends may have anorexia, bulimia, or an overeating disorder and you want help, call the National Youth Crisis Hotline (for referral not counseling) 1-800-448-4663 Or, visit these websites: Eating Disorder Recovery Online http://www.edrecovery.com Anorexia Nervosa and Related Eating Disorders, Inc. http://www.anred.com Physical and Mental Health If you or a friend is considering suicide, please call the National Adolescent Suicide Hotline 1-800-621-4000 or National Institute of Mental Health 1-800-64-PANIC Visit this website for information on depression http://depression.about.com/library/hotlines If you are concerned about having a venereal disease or AIDS, call Sexually Transmitted Diseases 1-800-227-8922 National AIDS Hotline 1-800-342-2437 If you are concerned about pregnancy, call Pregnancy Crisis Hotline 1-800-550-4900 Baby Your Baby Hotline 1-800-826-9662 Substance Abuse If you are drinking too much and don’t know what to do, call the National Council on Alcoholism and Drug Dependency Hopeline 1-800-NCA-CALL If you are worried about family or friends who drink too much, call Al-Anon/Alateen 1-800-356-9996 If you or a friend are using or abusing illegal drugs and don’t know who to talk to, call 1-800-662-4357 For information about drugs, alcohol, and tobacco call: The American Council for Drug Education 1-800-488-DRUG The American Lung Association 1-800-LUNG-USA Cocaine Anonymous National Referral Line 1-800-347-8998 Or, visit these websites: Marijuana Anonymous http://www.marijuana-anonymous.org/ Cocaine Anonymous World Services http://www.ca.org/ Narcotics Anonymous http://www.wsoinc.com Partnership for a Drug Free America http://www.drugfreeamerica.org// Youth Support Service If you have a crisis of any kind, and you don’t see something that helps in this list, call Covenant House Nine-Line 1-800-999-9999

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APPENDIX J – SENSORY PREFERENCE SELF-TEST The following self-test is designed to give you a quick assessment of your personal learning type: visual, auditory, or tactile (kinesthetic). That is, it will help you understand whether you learn best by seeing, hearing or doing. By becoming more aware of your own learning style, you will be better equipped to understand the differences in your youth and adjust your teaching techniques to their needs. This is not a timed test. You will not be graded. Simply answer each question honestly and total up your score at the end. Do not dwell on any particular question. Your first impulse usually provides the best response. Score each of the statements below using the following point scale: OFTEN = 5 SOMETIMES = 3 SELDOM = 1 1. _____ I remember more about a subject by listening than reading about it.

2. _____ I am better at following written directions than oral ones.

3. _____ When learning something new, I like to jot down notes to review later.

4. _____ I bear down hard when I write with a pen or pencil.

5. _____ I require explanations of graphs, diagrams or visual directions.

6. _____ I like working with tools.

7. _____ I like and have little difficulty developing graphs and charts.

8. _____ I can easily tell if sounds match when I hear a pair of sounds.

9. _____ I remember things best when I write them down several times.

10. _____ I can understand and follow directions on maps.

11. _____ I learn school material better by listening to lectures and recordings.

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12. _____ I play with coins, keys or other objects in my pockets.

13. _____ I can remember how to spell words better if I say the letters out loud rather than writing them down.

14. _____ I understand news items better when I read them in the paper rather than listening to the radio.

15. _____ I chew gum or snack while I study.

16. _____ I find that the best way to remember something is to visualize it in my mind.

17. _____ I learn to spell words by writing imaginary letters with my fingertips.

18. _____ I prefer to listen to a good lecture or speech than read a text on the same subject.

19. _____ I am good at working and solving jigsaw puzzles and mazes.

20. _____ I grip or fiddle with objects while I am learning something new.

21. _____ I’d rather listen to the news on a radio than read about it in a newspaper.

22. _____ I get information on interesting subjects by reading about them.

23. _____ I am uncomfortable hugging, shaking hands, touching others, etc.

24. _____ I am better at following spoken directions than written ones.

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Scoring: Copy the point value from each of the above questions onto the corresponding numbered spaces below. Total each column to obtain your personal sensory preference values.

VISUAL AUDITORY KINESTHETIC

No. Pts. No. Pts. No. Pts. 2 1 4 3 5 6 7 8 9 10 11 12 14 13 15 16 18 17 20 21 19 22 24 23 Total Pts. Total Pts. Total Pts.

Adapted from the original Barsch Learning Style Inventory by Dr. Jeffrey Barsch, Ed.D. With permission of Academic Therapy Publications, 20 Commercial Blvd., Novato, CA 94947.

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APPENDIX K – HEMISPERIC PREFERENCE SELF-TEST Directions: Circle the number corresponding to the answer which describes you best. 1. In school I was/am usually better at: 1. Math 2. Art 2. In school I was/am usually better at:

1. Languages

2. Crafts

3. I normally reach decisions by:

1. Step-by-step analysis

2. Getting a “feel” for the solution as a whole

4. In work or personal life I usually follow hunches only when I can justify them logically.

1. True

2. False

5. I often follow hunches which “feel” right even though they may not seem logical.

1. True

2. False

6. Have you ever had the feeling, before being told, that a very close friend or immediate family member was sick or in serious trouble?

1. Yes

2. No

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7. In sketching maps, pictures or plans I have a better than average sense of direction and how the elements relate to one another.

1. True

2. False

8. It is more gratifying to me when a personal project:

1. Is well planned.

2. Contributes to something new.

9. I find problem solving more satisfying when I:

1. Think it all through carefully.

2. Try fitting interesting new ideas together.

10. Frequently I have hunches about upcoming events which prove to be correct.

1. True

2. False

Score: Add the numbers you have circled. 10-14 Left brain dominant 16-20 Right brain dominant 15 Whole brain, no dominance

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APPENDIX L – LEFT AND RIGHT BRAIN CHARACTERISTICS

Left Brain Right Brain Verbal: Using words to name, describe or Non-Verbal: Awareness of things, but define minimal connection with words. Analytic: Figuring things out step-by-step Synthetic: Putting things together to form and part-by-part. wholes. Abstract: Taking out a small bit of Concrete: Relating to things as they are, at information and using it to represent the the present moment. whole thing. Temporal: Keeping track of time, Analogic: Seeing likeness between things. sequencing one thing after another. Doing first things first, second things second, etc. Rational: Drawing conclusions based on Non-Temporal: Without a sense of time. reason and fact. Digital: Using numbers in counting. Non-Rational: Not requiring a basis of reason or fact; willingness to suspend judgment. Logical: Drawing conclusions based on Intuitive: Making leaps of insight, often logic. One thing following another in based on incomplete patterns, hunches, logical order. For example, a feelings, or visual images. mathematical theorem or well-stated argument. Linear: Thinking in terms of lined ideas, Global: Seeing whole things all at once; one thought directly following another, perceiving the overall patterns and often leading to a convergent conclusion. structures, often leading to divergent conclusions.

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APPENDIX M – TRUE COLORS PERSONALITY QUIZ Describe Yourself: In the boxes below are groups of word clusters printed horizontally in rows. Look at all the choices in the first box (A, B, C, D). Read the words and decide which of the four letter choices is most like you. Give that a “4”. Then rank order the next three letter choices from 3-1 in descending preference. You will end up with a box of four letter choices, ranked from “4” (most like you) to “1” (least like you). Continue this process with the remaining four boxes until each have a 4, 3, 2, and 1. Box One A _____ B_____ C _____ D _____ Active Parental Authentic Versatile Opportunistic Traditional Harmonious Inventive Spontaneous Responsible Compassionate Competent

Box Two E _____ F _____ G _____ H _____ Curious Unique Practical Competitive Conceptual Empathetic Sensible Impetuous Knowledgeable Communicative Dependable Impactful

Box Three I _____ J _____ K _____ L _____ Loyal Devoted Realistic Theoretical Conservative Warm Open-Minded Seeking Organized Poetic Adventuresome Ingenious

Box Four M _____ N _____ O _____ P _____ Concerned Daring Tender Determined Procedural Impulsive Inspirational Complex Cooperative Fun Dramatic Composed

Box Five Q _____ R _____ S _____ T _____ Philosophical Vivacious Exciting Orderly Principled Affectionate Courageous Conventional Rational Sympathetic Skillful Caring

A, H, K, N, S ORANGE = ______B, G, I, M,T GOLD = ______C, F, J, O, R BLUE = ______D, E, L, P, Q GREEN = ______

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BLUE I need to feel unique and authentic Enthusiastic, Sympathetic, Personal I look for meaning and significance in life Warm, Communicative, Compassionate I need to contribute, to encourage, and to care Idealistic, Spiritual, Sincere I value integrity and unity in relationships Peaceful, Flexible, Imaginative I am a natural romantic, a poet, a nurturer In childhood…  Was extremely imaginative and found it difficult to fit into the structure of school life.  Reacted with great sensitivity to discordance or rejection and sought recognition.  Responded to encouragement rather than competition. In relationships…  Seek harmonious relationships.  Am a true romantic and believe in drama, warmth, and empathy to all relationships.  Enjoy the symbols of romance such as flowers, candlelight, and music and cherish the small gestures of affection. At work…  Have a strong desire to influence others so they may lead more significant lives.  Often work in the arts, communication, education, and helping professions.  Am adept at motivating and interacting with others. Leadership Style…  Expects others to express views  Assumes “family spirit”  Works to develop others’ potential  Individuals oriented  Democratic, unstructured approach  Encourages change VIA human potential  Change time allows for sense of security  Expects people to develop their potential Symptoms of a Bad day…  Attention-getting misbehaving  Lying to save face  Withdrawal  Fantasy, day-dreaming, and going into a trance  Crying and depression  Passive resistance  Yelling and screaming

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GOLD I need to follow rules and respect authority Loyal, Dependable, Prepared I have a strong sense of what is right and wrong in life Thorough, Sensible, Punctual I need to be useful and belong Faithful, Stable, Organized I value home, family, and tradition Caring, Concerned, Concrete I am a natural preserver, a parent, a helper In childhood…  Wanted to follow the rules and regulations of the school.  Understood and respected authority and was comfortable with academic routine.  Was the easiest of all types of children to adapt to the education system. In relationships…  Am serious and tend to have traditional, conservative views of both love and marriage.  Enjoy others who can work along with me, building secure, predictable relationships together.  Demonstrate admiration through the practical things I do for the ones I love. At work…  Provide stability and can maintain organization.  My ability to handle details and to work hard makes me the backbone of many organizations.  Believe that work comes before play, even if I must work overtime to complete the task. Leadership Style…  Expects punctuality, order, loyalty  Assumes “right” way to do things  Seldom questions tradition  Rules oriented  Detailed/thorough approach - threatened by change  Prolonged time to initiate any change  Expects people to “play” their roles Symptoms of a Bad day…  Complaining and self-pity  Anxiety and worry  Depression and fatigue  Psychosomatic problems  Malicious judgments about yourself or others  Herd mentality exhibited in blind following of leaders  Authoritarianism and phobic reactions

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ORANGE I act on a moment's notice Witty, Charming, Spontaneous I consider life a game, here and now Impulsive, Generous, Impactful I need fun, variety, stimulation, and excitement Optimistic, Eager, Bold I value skill, resourcefulness, and courage Physical, Immediate, Fraternal I am a natural trouble shooter, a performer, a competitor In childhood…  Of all types of children, I had the most difficult time fitting into academic routine.  I learned by doing and experiencing rather than by listening and reading.  I needed physical involvement in the learning process and was motivated by my own natural competitive nature and sense of fun. In relationships…  Seek a relationship with shared activities and interests.  I like to explore new ways to energize the relationship.  In a relationship, I need to be bold and thrive on physical contact.  I enjoy giving extravagant gifts that bring obvious pleasure to special people in my life. At work…  I am bored and restless with jobs that are routine and structured.  I am satisfied in careers that allow me independence and freedom, while utilizing my physical coordination and my love of tools.  I view any kind of tool as an extension of myself.  I am a natural performer. Leadership Style…  Expects quick action  Works in the here and now  Performance oriented  Flexible approach  Welcomes change  Expects people to “make it fun” Symptoms of a Bad day…  Rudeness and defiance  Breaking the rules intentionally  Running away and dropping out  Use of stimulants  Acting out boisterously  Lying and cheating  Physical aggressiveness

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GREEN I seek knowledge and understanding Analytical, Global, Conceptual I live by my own standards Cool, Calm, Collected I need explanation and answers Inventive, Logical, Perfectionist I value intelligence, insight, fairness, and justice Abstract, Hypothetical, Investigative I am a natural non-conformist, a visionary, a problem solver In childhood…  I appeared to be older than my years and focused on my greater interests, achieving in subjects that were mentally stimulating.  I was impatient with drill and routine, questioned authority, and found it necessary to respect teachers before I could learn from them. In relationships…  I prefer to let my head rule my heart.  I dislike repetition, so it is difficult for me to continuously express feeling. I believe that once feelings are stated, they are obvious to others.  I am uneasy when my emotions control me; I want to establish a relationship, leave it to maintain itself, and turn my energies to my studies, work or other interests. At work…  I am conceptual and an independent thinker. For me, work is play.  I am drawn to constant challenge in careers, and like to develop models, explore ideas, or build systems to satisfy my need to deal with innovation.  Once I have perfected an idea, I prefer to move on, leaving the project to be maintained and supported by others. Leadership Style…  Expects intelligence and competence  Assumes task relevancy  Seeks ways to improve systems, visionary  Analytical  Encourages change for improvement  Constantly “in process” of change  Expects people to follow through Symptoms of a Bad day…  Indecisiveness  Refusal to comply or cooperate; the silent treatment  Extreme aloofness and withdrawal  Snobbish, put-down remarks, and sarcasm  Perfectionism due to severe performance anxiety  Highly critical attitudes toward yourself or others

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APPENDIX N – COAST GUARD DECKPLATE LEADERSHIP SERIES The Coast Guard has developed a series of articles and videos they call their “deckplate leadership” series. Much of the material is applicable for Sea Scouts and could be used to supplement a program. It is accessible to us via the Coast Guard Auxiliary site which makes them available to auxiliary members. You can find the materials at http://wow.uscgaux.info/content.php?unit=t- dept&category=deck-plate-ldr (or just google “Coast Guard Deckplate Leadership”). On the main page you’ll find featured some videos done by Admiral Papp (immediate past Commandant of the Coast Guard). The one on Servant Leadership is especially good - it’s a personal take on what that means from someone in a very large scale and serious leadership position. You’ll also find a couple of word documents that are guides to the materials available. One is a series of newsletter articles (labeled “Leadership Articles”). These can be source materials for lessons, articles or whatever. Most are as applicable for our Sea Scouts as they are for Coasties. The other word document is a guide to the complete video series - that link is labeled “Deckplate Leadership Series.” It’s a word document that describes the videos in the series, along with some PowerPoints and PDFs to accompany them. The videos themselves are mostly on Youtube. These are all short video clips (most less than 5 minutes) and could be used sort of like a Skipper’s Minute at meetings, or as part of other training, or just for self-study. ADM Papp on Personal Definition of Leadership (64 MB zip)  Documents: docx pdf  Presentation: pptx  Video: original format wmv converted mp4 ADM Papp on the Guiding Principles and Servant Leadership (43 MB zip)  Documents: docx pdf  Presentation: pptx  Video: original format wmv converted mp4 ADM Papp on his Most Important Advice (26 MB zip)  Documents: docx pdf  Presentation: pptx  Video: original format wmv converted mp4 ADM Papp on Thoughts on Servant Leadership (43 MB zip)  Documents: docx pdf  Presentation: pptx  Video: original format wmv converted mp4 ADM Papp on Important Tenets of Leadership (66 MB zip)  Documents: docx pdf  Presentation: pptx  Video: original format wmv converted mp4

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ADM Papp on Leadership Experiences (58 MB zip)  Documents: docx pdf  Presentation: pptx  Video: original format wmv converted mp4 Communication (482 kB zip)  Documents: docx pdf  Presentation: pptx Goal Setting (444 kB zip)  Documents: docx pdf  Presentation: pptx Group Development (1.5 MB zip)  Documents: docx pdf  Presentation: pptx(opt1) pptx(opt2) pptx(opt3) Improving Unit Engagement (453 kB zip)  Documents: docx pdf  Presentation: pptx Self Service Balance (444 MB zip)  Documents: docx pdf  Presentation: pptx Successful Delegation (636 kB zip)  Documents: docx pdf  Presentation: pptx The Art of Saying No (428 kB zip)  Documents: docx pdf  Presentation: pptx

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